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SCHOOL-BOOM CLASSICS. //. 



THE 



ART OF QUESTIONING. 



BY 

JOSHUA G. FITCH, M.A, 



Steacuse, N. Y. :-. 

DAVIS, BARDEEN & CO., PUBLISHERS. 

NEW YORK: BAKER, PRATT & CO. 

Copyright, 1879, by Davis, Babdbkn A Co. 



DAVIS, BARDEEN & CO., 

WMte Memorial Building, Vanderbilt Square, 

SYRACUSE, N. Y. I 




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The Regents' Questions. 

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6,000 questions not a single unimportant or "catch'''' question 
can be found. These questions have been published in one 
neatly bound volume, and separately in pamphlet form. They 
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the country. Cornell University, recognizing their practical 
character, now admits, without further examination upon these 
subjects, pupils who have passed an examination upon these 
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The following TEN EDITIONS are now published: 

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BY THE SAME AUTHOB: 

COMMOH" SCHOOL LAW. 

A Digest of the Provisions of Common and Statute Law, as to 
the Relations of Teachers to the Pupil, the Parent, and the 
District. With four himdred references to legal decisions in 
twenty-one different states ; to which are added the eight 
hundred questions given at the first five New York examina- 
tions for state certificates. Fourth edition, 16mo., pp. 156. 
Price 50 cents. 

DAVIS, BAEDEEN & CO., Pueltsheks, 

Syracuse, N. Y. 



The Cornell Universitt, President's Rooms, ( 
Ithaca, N. Y., March 31, 1876. i 

Dear Sirs : Accept my thanks for the list of questions on 
School Law which you were so kind as to prepare for our Exam- 
ining Committee, They seemed to me in every respect excellent, 
and they led me to examine very carefully your little book on 
the general subject, which strikes me as admirably adapted to 
its purpose. Not only every teacher in the State, but every 
Member of the Legislature and every Super\4sor and School 
Commissioner, should have one. 

I remain very truly yours, 

C. W. Bardben, Esq. AND. D. WHITE. 

Fully supplies one of the greatest necessities ever experienced 
by teachers in our rural schools.— ^S*. D. Wilbur, ScJwol Commis- 
sioner, Second JJidrict, Broome Co. 

"Common School Law for Common School Teachers'' should 
be considered a necessary part of pedagogic equipment. The 
treatise is small, but sufficient and safe. — Michigan Teacher. 

Cannot be called the best because there is nothing with which 
to compare it. It is simply invaluable to every teacher.— /S'wp^. 
H. E. San ford, late President State Teachers' Association, and 
for fixe years instnictor in ScIwolLaw at tlie Fredonia State Nor- 
7nal School. 

Is already adopted as a text-book in many schools, and fully 
supplies a great necessity.— iV'aieona^ Teachers'' MontMy. 

This manual, although edited by an able teacher of New York 
with reference to the laws of that State, is also well fitted in the 
exj)osition of principles of school legislation to any State in the 
LMon, and its references to cases cover the judicial decisions 
of the several States.— iN'ew England Journal of Education. 

" Common School Law for Common Sohool Teachers" Is thte 
title of a legal treatise well known in the United States to all 
whom it concern^. It would seem that a similar work, treating 
of the legal rights, duties, and status of English schoolmasters, 
is mr.ch needed. — London Schoolmaster. 



/ 



> 



SCHOOL-ROOM CLASSICS. II. 



THE 



ART OF QUESTIONING. 




BY 



:^^ JOSHUA a. "fitch, m.a. 



■iS Of co«e»?5! 
Cvo....(«..&iS-^^ 

Vr, '879. /,cf 

Syracuse, N. Y. : 

DAVIS, BARDEEN & CO., PUBLISHERS. 

NEW YORK: BAKER, PRATT & CO. 



Copyright, 1879, by Davis, Babdken & Co. 

-IS--' 



I 



The following paper contains the substance of a 
lecture delivered to training classes established in 
connection with the British Sunday-School Union. 
In editing it for this series of educational publica- 
tions, I have omitter" such portions as pertained ex- 
clusively to the work of mission Sunday-schools, and 
were unessential to the continuity and completeness 
of the work as a valuable manual for public-school 
teachers. 

C. W. B'ARDEEN. 

c 
Syracuse, January 22, 1879. 



) 



THE ART OF QUESTIONING 



I HAVE undertaken to say a few words to you 
on the "Art of Questioning." It is a subject 
of great importance to all of you Avho desire to 
become good teachers ; for, in truth, the success 
and efficiency of our teaching depend more on 
the skill and judgment with which we put ques- 
tions than on any other single circumstance. 

It is very possible for a teacher to be fluent in 
speech, earnest in manner, happy in his choice 
of illustration, and to be a very inefficient teach- 
er, nevertheless. We are often apt to think it 
enough if we deliver a good lesson, and to forget 
that, after all, its value depends upon the degree 
in which it is really received and appropriated 
by the children. Now, in order to secure that 
what we teach shall really enter their minds, and 
be duly fixed and comprehended there, it is 
above all things necessary that we should be able 
to use effectively the important instrument of in- 
struction to which our attention is now to be 
drawn. 

I have called questioning an art. It is so, in- 
asmuch as it is a practical matter, and to be 
learned mainly, not by talking about it, but by 



50 ART OF QUESTIOITIKG. 

doing it. We can only become good quePtioners 
after niucli patient practice ; and, as is ihe case 
with every other art, proficiency in this one can 
only be attained by working at it, and education 
in it only by the teaching of experience. 

But if this were all I should not have ventured 
to make questioning the subject of an address to 
you ; for the only advice appropriate in such a 
case would be, "Go to your classes, work in 
them, and learn the art of questioning by ques- 
tioning. ' ' 

The truth is, however, that there is a science 
of teaching as well as an art ; every rule of prac- 
tice which is worth anything is based on some 
principle ; and as it is the business of every 
good artist to investigate the reasons for the 
methods he adopts, and to know something of 
those general laws which it is his business to put 
to a practical application, so it will, perhaps, be 
worth our while to dwell for a little on the gen- 
eral principles which should be kept in view in 
questioning, and to ascertain not only how a 
wise teacher should put questions, but why one 
way is better or worse than another. 

Questions as employed by teachers may be 
divided into three classes, according to the pur- 
poses which they may be intended to serve. 
There is, first, the preliminari/ or expei'imental 
question, by which an instructor feels his way, 
sounds the depth of his pupil's previous knowl- 
edge, and prepares him for tlie reception of what 
it is designed to teach. 

Then, secondly, there is the question employed 



HOW SOCRATES TAUGHT. 51 

in actual instruction, by means of which the 
thoughts of the learner are exercised, and he is 
compelled, so to speak, to take a share in giving 
himself the lesson. 

Thirdly, there is the question of examination, 
by which a teacher tests his own work, after he 
has given a lesson, and ascertains whether it has 
been soundly and thoroughly learned. If we 
carefully attend to this distinction we shall un- 
derstand the meaning of the saying of a very 
eminent teacher, who used to say of the inter- 
rogative method, that by it he first questioned 
the knowledge into the minds of the children, 
and then questioned it out of them again. 

Perhaps I can best illustrate the nature of what 
I have called preliminary or experimental ques- 
tioning, by referring for a moment to the history 
of a very celebrated man — an Athenian philoso- 
pher — who lived more than two thousand years 
ago, but whose name and influence survive even 
in this age. 

Socrates had the reputation of being a very 
great teacher, yet he never lectured nor preached. 
He had not even a code of doctrine or of opinion 
to promulgate. But he lived in the midst of a 
keen, cultivated, yet somewhat opinionated peo- 
ple, and he made it his business to question 
them as to the grounds of their opinions ; and to 
put searching and rigid inquiries to them on 
points which they thought they thoroughly un- 
derstood. He believed that the great impedi- 
ment to true knowledge was the possession of 
fancied or unreal knowledge, and that the first 



52 ART OF QUESTIONING. 

business of a philosopher was, not to teach, but 
to prepare the mind of the pupil for the recep- 
tion of truth, by proving to him his own ignor- 
ance. This kind of mental purification he con- 
sidered a good preparation for teaching ; hence 
he often challenged a sophist, or a flippant and 
self-confident learner, with a question as to the 
meaning of some familiar word ; he would re- 
ceive the answer, then repeat it, and put some 
other question intended to bring out the different 
senses in which the word might be applied. It 
not unfrequently appeared that the definition was 
either too wide, and included too much, or too 
narrow, and comprehended too little. The re- 
spondent would then ask leave to retract his form- 
er definition and to amend it ; and when this was 
done the questioner would quietly proceed to 
cross-examine his pupil on the subject, applying 
the amended definition to special cases, until an- 
swers were given inconsistent with each other, 
and with the previous reply. Now, as Socrates 
never lost sight of the main point, and had a re- 
markable power of chaining his hearers to the 
question in hand, and forbidding all discursive- 
ness, the end of the exercise often was, that the 
pupil, after vain efforts to extricate himself, ad- 
mitted that he could give no satisfactory answer 
to the question which at first sepmed so easy. 

I will give you a translation from one. of Pla- 
to's dialogues, in which this peculiar method is 
illustrated. There was one of the disciples of 
Socrates, named Meno, who had been thus 
probed and interrogated until he felt a somewhat 



AN^ ILLUSTRATION. 53 

uncomfortable conviction that lie was not so 
wise as he had thought, and who complained to 
the philosopher of what he called the merely 
negative character of his instruction. 

" Why, Socrates," said he, " you remind me 
of that broad sea-fish called the torpedo, wdiich 
produces a numbness in the person who ap- 
proaches and touches it. For, in truth, I seem 
benumbed both in mind and mouth, and know 
not what to reply to you, and yet I have often 
spoken on this subject with great fluency and 
success. ' ' 

In reply Socrates says little, but calls to him 
Meno's attendant, a young slave boy, and begins 
to question him. 

" My boy, do you know wdiat figure this is ?" 
(drawing a square upon the ground with a 
stick. ) 

" O yes. It is a square." 

" What do you notice about these lines ?" 
(tracing them.) 

" That all four are equal." 

" Could there be another space like this, only 
larger or less ?" 

"Certainly." 

" Suppose this line (pointing to one of the 
sides) is two feet long, how many feet will there 
be in the whole ?" 

"Twice two." 

" How^ many is that?" 

"Four." 

" Will it be possible to have another space 
twice this size ?" 



54 ART OF QUESTIONING. 

"Yes." 

" How many square feet will it contain ?" 

"Eight." 

" Then how long will the sides of such a space 
be?" 

" It is plain, Socrates, that it will be twice the 
length !" 

" You see, Meno, that I teach this boy noth- 
ing, I only question him. And he thinks he 
knows the right answer to my question ; but 
does he know ?" 

" Certainly not." replied Meno. 

" Let us return to him again." 

' ' My boy, you say that from a line of four 
feet long there will be produced a space of eight 
square feet ; is it so ?" 

" Yes, Socrates, I think so." 

" Let us try, then." (He prolongs the line 
to double the length.) 

" Is this the line you mean ?" 

" Certainly." (He completes the square.) 

" How large is become the whole space ?" 

" Why it is four times as large." 

" How many feet does it contain ?" 

"Sixteen." 

" How many ought double the square to con- 
tain ?" 

"Eight." 

After a few more questions the kd suggests 
that the line should be three feet long, since 
four feet are too much. 

" If, then, it be three feet, we will add the 
half of the first line to it, shall we ?" 



FIRST DEVELOP INTEREST. 55 

* ' Yes. ' ' (He draws the whole square on a 
hne of three feet.) 

" Now, if the first square we drew contained 
twice two feet, and the second four times four 
feet, how many does the last contain ?" 

" Three times three, Socrates." 

" And how many ought it to contain ?" 

" Only eight, or one less than nine." 

" Well, now, since this is not the line on 
which to draw the square we wanted, tell me 
how long it should be ?" 

" Indeed, sir, I don't know." 

" Now observe, Me no, what has happened to 
this boy ; you see he did not know at first, 
neither does he yet know. Bat he then an- 
swered boldly, because he fancied he knew ; now 
he is quite at a loss, and though he is still as ig- 
norant as before, he does not think he knows. ' ' 

Meno replies, " What you say is quite true, 
Socrates." 

" Is he not, then, in a better state now in re- 
spect to the matter of which he was ignorant ?" 

' * Most assuredly he is. ' ' 

" In causing him to be thus at a loss, and be- 
numbing him like a torpedo, have we done him 
any harm ?" 

" None, certainly." 

" We have at least made some progress to- 
ward finding out his true position. For now, 
knowing nothing, he is more likely to inquire 
and search for himself. ' ' 

Now I think those of us who are practical-school 
teachers can draw a practical hint or two from 



56 ART OF QUESTIONING. 

this anecdote. If we want to prepare the mind 
to receive instruction, it is worth while first to find 
out what is known already, and what foundation 
or substratum of knowledge there is on which to 
build ; to clear away misapprehensions and ob- 
structions from the mind on which we Avish to 
operate ; and to excite curiosity and interest on 
the part of the learners as to the subject which 
it is intended to teach. For " curiosity," as 
Archbishop Whately says, " is the parent of at- 
tention ; and a teacher has no more right to ex- 
pect success in teaching those who have no curi- 
osity to learn, than a husbandman has who sows 
a field without ploughing it." 

It is chiefly by questions judiciously put to a 
child before you give him a lesson, that you will 
be able to kindle this curiosity, to make him feel 
the need of your instruction, and bring his in- 
tellect into a wakeful and teachable condition. 
Whatever you may have to give in the way of 
new knowledge will then have a far better chance 
of being understood. For you may take it as a 
rule in teaching, that the mind always refuses to 
receive — certainly to retain — any isolated knowl- 
edge. We remember only those facts and prin- 
ciples which link themselves wnth what we knew 
before, or with what we hope to know, or are 
likely to want hereafter. Try, therefore, to es- 
tablish, in every case, a logical connection be- 
tween what you teach and what your pupils knew 
before. Make your new information a sort of 
development of the old, the expansion of some 
germ of thought or inquiry which lay hid in the 



ALL KN^OWLEDGE RELATED. 57 

child's mind before. Seek to brin^ to light 
what your pupil already possesses, and you will 
then always see your way more clearly to a prop- 
er adaptation of your teaching to his needs. 

I said at the outset that there were two other 
purposes which might be served by questioning, 
besides this primary one which I have just de- 
scribed. It may serve the purpose of actual in- 
struction in the course of giving a lesson, and it 
may also be the means of examining and testing 
the pupils after the lesson is finished. Some 
teachers seem to think that this last is the only 
use of questioning ; but, in truth, it is as a means 
of deepening and fixing truth upon the mind that 
it possesses the highest value. Hence, every fact 
you teach, before you proceed to another, ought 
generally to be made the subject of interrogation. 

I will suppose that most of the instruction 
which you are in the habit of giving in a Sunday- 
school is connected with Scripture reading les- 
sons. The usual plan is to let a certain portion 
of the word of God be read, verse by verse, in 
turns by the children of the class, then to cause 
the books to be closed, and then to proceed to 
question on the lesson. Now, in my own classes 
in a Sunday-school, I have generally found that 
the mere mechanical difficulty of reading, and 
the fact that so much of the phraseology of the 
Bible is unfamiliar and antiquated, were sufficient 
to prevent the lesson from being understood by 
all the children. So, if I reserve my questions 
until the end, it has often happened that many 
important truths of the lesson proved to have 



58 ART OF QUESTIONING. 

been overlooked by the children, and tlie result 
of the questioning has been most unsatisfactory. 
To remedy this the best plan seems to be, to put 
brief, pointed questions during the reading, to 
take care that no ditiicult or peculiar words pass 
unexplained, and constantly to arrest the atten- 
tion of the class, when it flags, by inquiries ad- 
dressed to individual members of it. You will 
also find it a good plan, especially with the 
younger children, after the whole lesson has been 
read twice or thrice by the class, to read a short 
passage yourself, generally two or three verses, 
in a slow, distinct manner, with as much expres- 
sion as possible, and then question thoroughly 
upon the passage, exhausting its meaning before 
you go on to the next. When this has been 
done with each successive portion of the lesson 
the books may be closed, and the whole recapit- 
ulated by way of examination. You will find 
this plan answer a double purpose ; it will improve 
the reading of the class, by giving to it a model 
clearness and expression, and it will enable you 
to question systematically on every fact you teach 
as soon as you have taught it. By thus making 
sure of your ground as you proceed, you will 
become entitled to expect answers to your reca- 
pitulatory, or examination questions ; and this is 
a point of great importance, for nothing discour- 
ages and depresses a teacher more, or sooner de- 
stroys the interest of the children in a lesson, 
than the asking of questions which they cannot 
answer. 

Thus the advantage of questioning on each 



DO NOT RELY ON CONCERT EXERCISES. 59 

portion of a lesson, rigidly and carefully, as it is 
learned, is, that you then have a right to demand 
full answers to all your testing questions when 
the lesson is concluded. You will, of course, ^o 
over the ground a second time much more rapidly 
than at first ; but it is always desirable to cover 
the whole area of your subject in recapitulation, 
and to put questions at the end to every child in 
your class. 

I have only one other observation to make as 
to the distinction to be kept in view between the 
questioning of instruction, and the questioning of 
examination. In the former it is often wise to 
use the simultaneous method, and to address 
your questions to the whole class. This kind of 
collective exercise gives vigor and life to a lesson, 
and the sympathy which is always generated by 
numbers helps to strengthen and fix the impres- 
sion you wish to convey. But you must never 
be satisfied with simultaneous answ^ers ; they 
should invariably be followed up by individual 
questioning, or they will prove very misleading. 
It may seem a paradoxical assertion, but it is 
nevertheless true, that a group of children may 
appear intelligent, w^hile the separate members of 
the group are careless, ignorant, or only half in- 
terested. AVithout intending to deceive, chil- 
dren soon learn to catch the key-note of a word 
or a sentence from their fellows, and to practise 
many little artifices by which knowledge and at- 
tention are simulated, and by which a very slight 
degree of interest may be mistaken by their 
teacher for sound and thoughtful work. So, 



60 AKT OF QUESTIOlsriKG. 

while you will often call for collective answers in 
order to retain the vivacity and spirit of your 
lesson, you should always suspect such answers ; 
and in every case let them be succeeded by indi- 
vidual appeals to separate children, especially to 
those who appear the least attentive. Of course 
the recapitulatory or examination questions, 
should be entirely individual ; in a small class 
the questions may well be put to each child in 
turn, but in a large one they should be given 
promiscuously ; so that every learner may feel 
sure that he will be personally challenged, and 
that the knowledge of the rest will form no 
cloak for his own ignorance. 

But, leaving for the present all distinctions as 
to the purposes which questions may at different 
times be made to serve, let us fix our attention 
on some points which should be kept in view, as 
to the language, style, and character of all ques- 
tions whatever. 

First, then, cultivate great simplicity of lan- 
guage. Use as few words as possible, and let 
them be such as are adapted to the age and ca- 
pacity of the class you are teaching. Remem- 
ber that questions are not meant to display your 
own learning or acquirements, but to bring out 
those of the children. It is a great point in 
questioning to say as little as possible ; and so to 
say that little, as to cause the children to say as 
much as possible. Conduct your lesson in such 
a way that if a visitor or superintendent be stand- 
ing by, his attention will be directed, not to you, 
but to your pupils ; and his admiration excited, 



USE SIMPLE LAN^GUAGE. 61 

not by your skill and keenness, but by the 
amount of mental activity displayed on their 
part. 

There is an old Latin maxim which, translated, 
means, " It is the business of art to conceal art. ' ' 
I suppose this means, that in the case of all the 
highest and noblest arts their results are spoiled 
by any needless display of mechanism, or any 
obtrusive manifestation of the artist's personal 
gifts. At any rate you may take it for granted, 
in relation to your art, that the best questioning 
is that which attracts least attention to the ques- 
tioner, and makes the learners seem to be the 
most important parties concerned. You will do 
well, therefore, to practise yourselves in using 
great plainness of speech, and in constructing 
questions in the fewest possible words. 

Connected with this is another hint of impor- 
tance : Do not tell much in your questions. 
Never, if you can help it, communicate a fact in 
your question. Contrive to educe every fact 
from the class. It is better to pause for a mo- 
ment, and to put one or two subordinate ques- 
tions, with a view to bring out the truth you are 
seeking, than to tell anything which the children 
could tell you. A good teacher never conveys 
information in the form of a question. If he 
tells his class something, he is not long before he 
makes his class tell him the same thing again ; 
but his question never assumes the same form, or 
employs the same phraseology as his previous 
statement ; for if it does, the form of the ques- 
tion really suggests the answer, and the exercise 



62 ART OF QUESTIONING. 

fails to challenge the judgment and memory of 
the children as it ought to do. I may, for in- 
stance, want to bring out the fact that Jerusalem 
is the chief city in the Holy Land. Now sup- 
pose I do it thus : " What is the chief city in 
the Holy Land?" "Jerusalem." "In what 
country is Jerusalem the chief city ?" " The 
Holy Land. ' ' Here each question carries with it 
the answer to the other, and the consequence is 
that they test little or nothing, and serve scarcely 
any useful purpose. 

For this reason it is always important, in ques- 
tioning on a passage of Scripture, to avoid using 
the words of Scripture ; otherwise we may 
greatly deceive ourselves as to the real extent of 
knowledge possessed by the class. I will sup- 
pose, for example, that you are giving a lesson 
on the meaning of the Christian injunction, 
" Thou shalt love thy neighbor as thyself," and 
that the class has first been questioned as to the 
meaning of it, and proved unable to give a full 
and satisfactory explanation of the scope and 
meaning of these memorable words. The para- 
ble of the good Samaritan has been chosen as an 
illustrative reading lesson. It has been read twice 
or thrice by the class in turn, and then the teach- 
er takes the first verse and reads it slowly to the 
class : 

"^ certain man went doum from Jerusalem 
to Jericho, and fell among thiet^es, which 
stripped him of his raiment, and ivoiinded him^ 
and departed, leaving him half dead.^^ Luke 
10 : 30. 



DO NOT SUGGEST THE AN'SWER. 63 

Some teachers would proceed to question thus: 

Who is this parable about ? A certain man. 
Where did he go from ? Jerusalem. Where 
to ? Jericho. What sort of people did he fall 
among ? Thieves. What did they do with his 
raiment ? Stripped him of it. What did they 
do with the man himself ? Wounded him. In 
what state did they leave him ? Half dead. 

Observe here that the teacher has covered the 
whole area of the narrative, and proposed a ques- 
tion on every fact ; so far he has done well. 
But it is to be noticed that every question was 
proposed as nearly as possible in the words of 
the book, and required for its answer one (gen- 
erally hut one) of those words. Now it is very 
easy for a boy or girl, while the echoes of the 
Bible narrative just read still linger in the ear, to 
answer every such question by rote merely, with 
scarcely any effort of memory, and no effort of 
thought whatever. It is very possible to fill up 
the one remaining word of such elliptical sen- 
tences as those which have just been used as 
questions, without having any perception at all 
of the meaning of the sentence as a whole. 

So, if you desire to secure a thorough under- 
standing of the sacred narrative, it will be nec- 
essary to propose questions constructed on a 
different model, avoiding the use of the exact 
phraseology of Scripture, and requiring for an- 
swers other words than those contained in the 
narrative. 

Let us go over the same subject again, first 



64 ART OF questioki:n^g. 

introducing it by one or two preliminary ques- 
tions ; for example : 

"Who used these words ? 

To whom were they spoken ? 

Why were they uttered ? 

Repeat the question which the lawyer asked. 

What is the parable about ? (Various an- 
swers.) One says, A man tvho went on a journey. 
What do you call a man who goes on a journey ? 
A traveller. In what country was the man trav- 
elling ? Judca. Let us trace his route on the 
map. 

In what direction was he travelling ? East- 
ward, Through what kind of country ? (Here 
the teacher's own information should supply a 
fact or two about its physical features.) What 
should you sujjpose from the lesson was the state 
of the country at that time ? Thinly peopled ; 
road unfrequented^ etc. How do you know 
this ? Because he fell among thieves. Give an- 
other expression for " fell among." Happened 
to meet with. Another word for "thieves." 
Robbers. How did the robbers treat this travel- 
ler ? They stripped him of his raiment. What 
does the word raiment mean ? Clothes. Be- 
sides robbing him of his clothes, what else did 
they do ? Wounded him. Explain that word. 

Injured him ; hurt him very much, etc. How 
do you know from the text that he was much 
hurt ? They left him half dead. They almost 
killed him. 

Now observe here that the aim has been two- 



ANSWERS SHOULD BE SENTENCES. 65 

fold. First, not to suggest the answer by the 
form of the question. Hence another sort of 
language has been adopted, and the children liave 
therefore beea made to interpret the biblical lan- 
guage into that of ordinary life. Secondly, not 
to be satisfied with single words as answers, es- 
pecially with the particular word which is con- 
tained in the narrative itself, but always to trans- 
late it into one more familiar. Children can of- 
ten give the w^ord which suffices to answer their 
teacher's inquiry, and are yet ignorant of the 
whole statement of which that word forms a 
part. After going over verses like these in de- 
tail, I should recommend varying the form of the 
question, thus : 

" Now what have we learned in this verse V 
*' That there was a traveller going from the 
chief city of Judea to another town near the 
Jordan, on the northeast." 

" Well, and what happened to him ?" 
*' He was robbed and half killed, and left very 
weak and helpless. ' ' 

A teacher ought not, in fact, to be satisfied 
until he can get entire sentences for answers. 
These sentences will generally be paraphrases of 
the words used in the lesson, and the materials 
for making the paraphrases will have been de- 
veloped in the course of the lesson by demand- 
ing, in succession, meanings and equivalents for 
all the principal words. Remember that the 
mere ability to fill up a parenthetical or elliptical 
sentence proves nothing, beyond the possession of 
a little tact and verbal memory. It is worth 



66 ART OF QUESTIONING. 

while to turn round sharply on some inattentive 
member of the class, or upon some one who has 
just given a mechanical answer, with the ques- 
tion, " What have we just said ?" " Tell me 
what we have just learned about such a person ?" 
Observe that the answer required to such a ques- 
tion must necessarily be a whole sentence ; it will 
be impossible to answer it without a real effort 
of thought and of judgment in the selection of 
the learner's words, and without an actual ac- 
quaintance with the fact that has been taught. 

It is of great importance, also, that questions 
should be definite and unmistakable, and, for 
the most part, that they admit of but one an- 
swer. An unskilful teacher puts vague, wide 
questions, such as, '' What did he do ?" 
" What did Abraham say ?'* " How did Joseph 
feel at such a time ?" " What lesson ought we 
to learn from this ?" questions to which no doubt 
he sees the right answer, because it is already in 
his mind ; but which, perhaps, admit of several 
equally good answers, according to the different 
points of view from which different minds would 
look at them. He does not think of this ; he 
fancies tliat what is so clear to him ought to be 
equally clear to others ; he forgets that the minds 
of the children may be moving on other rails, so 
to speak, even though directed to the same ob- 
ject. So, when an answer comes which is not 
the one he expected, even though it is a perfect- 
ly legitimate one, he rejects it ; while, if any 
child is fortunate enough to give the precise 
answer which was in the teacher's mind he is 



AVOID VAGUE QUESTIOi^TS. 67 

commended and rewarded, even though he has 
exerted no more thought on the subject. 

Vague and indefinite questions, I have always 
observed, produce three different results, accord- 
ing to the class of children to whom they are ad- 
dressed. The really thoughtful and sensible boy 
is simply bewildered by them. He is very anx- 
ious to be right, but he is not clear as to what 
answer his teacher expects ; so he is silent, looks 
puzzled, and is, perhaps, mistaken for a dunce. 
The bold and confident boy who does not think, 
when he hears a vague question, answers at ran- 
dom ; he is not quite sure whether he is right 
or wrong, but he tries the experiment, and is 
thus strengthened in a habit of inaccuracy, and 
encouraged in the mischievous practice of guess- 
ing. There is a third class of children whom I 
have noticed, not very keen, but sly and know- 
ing nevertheless, who watch the teacher's pecu- 
liarities, know his methods, and soon acquire the 
knack of observing the structure of his sentences, 
so as to find out which answer he expects. They 
do not understand the subject so well, perhaps, 
as many others, but they understand the teacher 
better, and can more quickly pronounce the char- 
acteristic word, or the particular answer he ex- 
pects. Now I do not hesitate to say, that as far 
as real education and development of thought are 
concerned, each of these three classes of children 
is injured by the habit of vague, wide, and am- 
biguous questioning which is so common among 
teachers. 

For similar reasons it is generally necessary to 



68 ART OF QUESTIONING. 

abstain from giving questions to wliicli we have 
no reasonable right to expect an answer. Tech- 
nical terms, and information children are not 
likely to possess, ought not to be demanded. 
Nor should questions be repeated to those who 
cannot answer. A still more objectionable prac- 
tice is that of suggesting the first word or two of 
a sentence, or pronouncing the first syllable of a 
word which the children do not recollect. All 
these errors generate a habit of guessing among 
the scholars, and we should ever bear in mind 
that there is no one habit more fatal to accurate 
thinking, or more likely to encourage shallowness 
and self-deception, than this. It should be dis- 
countenanced in every possible way ; and the 
most effective way is to study well the form of 
our questions, to consider well whether they are 
quite intelligible and unequivocal to those to 
whom they are addressed, and to limit them to 
those points on which we have a right to expect 
clear and definite answers. 

There is a class of questions which hardly de- 
serve the name, and which are, in fact, fictitious 
or apparent, but not true questions. I mean 
those which simply require the answer " Yes" 
or " No." Nineteen such questions out of 
twenty carry their own answers in them ; for it 
is almost impossible to propose one without re- 
vealing, by the tone and inflexion of the voice, 
t^ie kind of answer you expect. For example : 
"Is it right to honor our parents?" "Did 
Abraham show much faith when he offered up 
his son?" "Do you think the author of the 



AVOID LEADIN^G QUESTIONS. 69 

Psalms was a good man ?" " Were the Phari- 
sees really lovers of truth?" Questions like 
these elicit no thought whatever ; there are but 
two possible answers to each of them, and of 
these I am sure to show, by my manner of put- 
ting the question, which one I expect. Such 
questions should, therefore, as a general rule, be 
avoided, as they seldom serve any useful purpose, 
either in teaching or examining. For every 
question, it must be remembered, ought to re- 
quire an ellort to answer it ; it may be an effort 
of memory, or an effort of imagination, or an 
effort of judgment, or an effort of perception ; it 
may be a considerable effort or it may be a slight 
one ; but it must be an effort ; and a question 
which challenges no mental exertion whatever, 
and does not make the learner think, is worth 
nothing. Hence, however such simple affirma- 
tive and negative replies may look like work, 
they may coexist with utter stagnation of mind 
on the part of the scholars, and with complete 
ignorance of what we are attempting to teach. 

So much for the lanffuage of questioning. But 
it is worth Avhile to give a passing notice to the 
order and arrangement which should always char- 
acterize a series of questions. They should, In 
fact, always follow one another in systematic or- 
der ; each should seem to grow out of the an- 
swer which preceded it, and should have a clear 
logical connection with it. Much of the force 
and value of the interrogative method is lost in a 
loose, unconnected, random set of inquiries, how- 
ever well they may be worded, or however skil- 



70 ART OF QUESTIONIl^G. 

fully each separate question may be designed to 
elicit the thought and knowledge of the learners. 
If the entire impression left on the mind of the 
learner is to be an effective one, all that he has 
learned on a given subject ought to be coherent 
and connected. We cannot secure this without 
acquiring a habit of continuous and orderly ques- 
tioning, so that each effort of thought made by 
the scholar shall be duly connected with the 
former, and preparatory to the next. There will 
thus be a unity and entireness in the teaching, 
and what is taught will then have a reasonable 
chance of a permanent place in the memory. 
For we must ever remember that whatever is 
learned confusedly is remembered confusedly, 
and that all effective teaching must be charac- 
terized by system and continuity. Hence, in 
proposing questions, it is very necessary to keep 
in view the importance of linking them together, 
of making each new answer the solution of some 
difficulty, which the former answer suggested 
but did not explain, and of arranging all ques- 
tions in the exact order in which the subject 
would naturally develop itseif in the mind of a 
logical and systematic thinker. 

A very good example of this peculiar merit in 
questioning may be found in the Proiestant Epis- 
copal Church Catechism, especially in its latter 
section. I do not, of course, enter here on any 
controversy respecting the subject-matter of this 
catechism ; but the arrangement of the ques- 
tions will certainly repay an attentive examina- 
tion. Look at that portion which relates to the 



IMPORTA]S"CE OF ARRAN"GEMEKT. 71 

sacraments. It will be found that each answer 
serves to suggest the next question, and that the 
whole body of answers, in the order in which 
they stand, furnish a systematic code of doctrine 
on the subject to which the catechism refers, 
with every fact in precisely its right place. The 
excellence of the method adopted here will be 
best understood by contrasting it with many 
popular modern works in a catechetical form. 

We have often been struck, I dare say, in read- 
ing the newspapers, to find what plain and sensi- 
ble evidence the witnesses all appear to give at 
jp'Jlicial trials. We recognize the name of some 
particular person, and we know, perhaps, that 
he is an uneducated man, apt to talk in an inco- 
!:^rent and desultory way on most subjects, ut- 
terly incapable of telling a simple story without 
wandering and blundering, and very nervous 
withal ; yet if he happens to have been a wit- 
ness at a trial, and we read the published report 
of his testimony, we are surprised to find what a 
connected, straightforward story it is ; there is 
no irrelevant or needless matter introduced, and 
yet not one significant fact is omitted. AVe 
wonder how such a man could have stood up in 
a crowded court, and narrated facts w^ith all this 
propriety and good taste. But the truth is, that 
the witness is not entitled to your praise. He 
never recited the narrative in the way implied by 
the newspaper report. But he stood opposite to 
a man who had studied the art of questioning, 
and he replied in succession to a series of inter- 
rogations which the barrister proposed to him. 



72 ART OF QUESTI0N"INO. 

The reporter for the press has done no more than 
copy down, in the exact order in which they were 
given, all the replies to these questions ; and if 
the sum of these replies reads to us like a consist- 
ent narrative, it is because the lawyer knew how 
to marshal his facts beforehand, had the skill to 
determine what was necessary, and what was not 
necessary, to the case in hand, and to propose 
his questions so as to draw out, even from a con- 
fused and bewildered mind, a coherent statement 
of facts. We may take a hint, I think, from the 
practice of the bar in this respect ; and, especial- 
ly in questioning by way of examination, we may 
remember that the answers of the children, if 
they could be taken down at the moment, ought 
to form a complete, orderly, and clear summary 
of the entire contents of the lesson. 

Of course I do not mean to insist too rigidly 
to an adherence to this rule. Misconceptions 
will reveal themselves in the course of the lesson, 
which will require to be corrected ; hard words 
will occur, which need explanation ; new trains 
of thought and inquiry will seem to start out of 
the lesson, and to demand occasional digression ; 
it will, in fact, often become necessary to devi- 
ate a little to the right hand or to the left from 
the main path, for the sake of illustration, and 
for other good reasons. No good teacher allows 
himself to be so enslaved by a mechanical routine 
as to neglect these things ; we must not attempt, 
even for the sake of logical consistency, to ad- 
here too rigidly to a formal series of questions, 
nor refuse to notice any new fact or inquiry 



BE ANIMATED. 73 

which seems to spring naturally out of the sub- 
ject. Still, the main purpose of the whole les- 
son should be kept steadily in view ; all needless 
digression should be carefully avoided, and any 
incidental difficulties which are unexpectedly dis- 
closed in the lesson should rather be remembered 
and reserved for future investigation, than per- 
mitted to beo;uile a teacher into a nesflect of 
those truths which the lesson is primarily de- 
signed to teach. 

A good deal of the success of a teacher de- 
pends upon the manner in which questions are 
proposed. Perhaps the most important requisite 
under this head is animation. Slow, dull, heavy 
questioning wearies children, and destroys their 
interest in a lesson. It is by a rapid succession 
of questions, by a pleasing and spirited manner, 
by dextrously challenging all who seem inatten- 
tive, and, above all, by an earnest feeling of in- 
terest in the subject, and of delight in seeing the 
minds of his scholars at work, that the teacher 
will best kindle their mental activity, and give 
life and force to his subject. Hence it is neces- 
sary to avoid long pauses, and all monotony of 
voice, or sluggishness of manner ; to vary the 
phraseology of your questions, and to seek in 
every way to kindle interest and enthusiasm 
about the lesson. But in doing this let us re- 
member that we cannot give more than we pos- 
sess ; we cannot raise the minds of others above 
the level of our own ; and therefore it is impor- 
tant that our manner should show a warm in- 
terest in the subject, and that our own love for 



74 ART OF QUESTIOl^IKG. 

sacred truth should "be so strong as to convey it- 
self, by the mere force of sympathy, into the 
hearts of those whom we undertake to instruct. 
I have seen Sunday-school teachers whose cheeks 
glowed, and whose manner became suffused with 
earnestness as they spoke the words of healing 
and of life. I have seen their eyes glisten with 
tearful joy as one little one after another had his 
intellect awakened to receive the truth, and his 
heart touched with sacred impressions. And I 
have known well that these were teachers who, 
whatever their intellectual gifts might be, were 
the most likely persons to obtain an entrance into 
the hearts of children, to exercise a right in- 
fluence over them, and to find, after many days, 
that the seed they had thus sown in hope and 
fear had been watered by the divine favor and 
benediction, and brought forth rich and glorious 
fruit. Of course we must not counterfeit an 
emotion which we do not feel, nor use an earn- 
est manner as a mere trick of art, or as a ma- 
chine for making our teaching effective ; but a 
Sunday-school teacher will never be worth much 
unless his own heart kindles at the thought of 
the permanence and preciousness of the truths he 
has to teach, nor unless he feels a positive pleas- 
ure in witnessing every new proof of the unfold- 
ing of mind on the part of his class. Such feel- 
ings are sure to give vigor to his teaching, a vivid 
and picturesque character to his illustrations, 
earnestness to his manner, animation to his voice, 
and a quick, active, and telling character to his 
method of questioning. 



BE IN'DEPEN'DENT OF THE TEXT-BOOK. 75 

For these reasons I tliink it very undesirable 
for a teacher to use a book of questions, or to 
have teaching notes in his liand while he gives 
the lesson. The value of such assistance is great 
if you avail yourselves of it beforehand : if it 
helps to systematize your own thoughts and pre- 
pare you for the right development of the les- 
son. But in the presence of the children the 
use of the text-book has a chilling and depress- 
ing effect ; it destroys their confidence in their 
teacher, it prevents him from feeling at his ease, 
and it gives a sluggish and mechanical look to 
the whole proceeding. Whether our questions 
be good or bad, it is quite certain that they 
should be our own, not read out of a book, 
or from notes, but growing spontaneously out of 
our own minds, and adapted not only to the 
peculiar character and requirements of the class, 
but also to the time and circumstances, to the 
special turn which the lesson has chanced to 
take, and to the particular inferences which the 
teacher feels it most important to draw from it. 

For it must ever be one of the first requisites 
in all good teaching, that the minds of the 
teacher and the taught should come into actual 
contact. The words of some one else, read or 
quoted to me, never can have half the force of 
the actual utterance of a living present being, 
whose own thought seeks entrance into my mind, 
and is intended specially to meet my needs. We 
all know the difference between reading a ser- 
mon to children, and delivering orally a far in- 
ferior address, but one attended with gestures 



76 ART OF QUESTIONING. 

and looks and tones which prove its genuineness, 
and give it directness of appUcation. The same 
difference is noticeable in questioning, and there- 
fore it is far better that a teacher should make a 
few blunders and inaccuracies while he is educa- 
ting himself into the habit of independent ques- 
tioning, than that he should be rigidly exact and 
careful by the help of notes or books. Swim- 
ming with corks is not, strictly speaking, swim- 
ming at all ; and so the reading of certain in- 
quiries from a catechism or a book is not, in fact, 
questioning at all, but an indirect and very in- 
efficient substitute for it. 

Perhaps it may be worth while to say a word 
or two about the answers which questions may 
receive. We ought not to be satisfied with ob- 
taining a right ansv/er from one child, nor even 
from the whole class collectively. In most cases 
it is necessary to repeat a question which has 
been answered, to some other child who may 
have appeared inattentive. And if a question is 
first given to one who fails to answer it, and then 
to another boy or girl who gives the right an- 
swer, it is generally a good plan to go back to 
the first child, and put the same question again, 
in order to test his attention to what is going on 
in the class. We can only secure a hold upon 
the more indolent scholars by making each one 
feel that he cannot possibly escape, but that his 
own personal knowledge of the subject is sure to 
be challenged at the close of the Jesson. Hence, 
all questions should be well distributed through- 
out the class, and no one child should be 



BE PATIEiq-T WITH WRON"G Al^SWERS. 77 

allowed to avoid the frequent appeals of his 
teacher. 

Wrong answers will often be given, yet these 
should never make us angry, but should be re- 
served for awhile, and shown to be incorrect by 
subsequent examination. Of course, if random 
or foolish answers are offered, it is a proof that 
the discipline of the class is bad, and the offense 
must be regarded as a breach of rule, and treated 
accordingly. But a mistake arising from igno- 
rance ought never to be treated as a crime. A 
teacher may meet it by saying, " Will some one 
tell me why that answer is a wrong one ?" Or, 
if the answer is very wide of the mark, by say- 
ing, " We will go into that presently ;" or, 
" We will have a lesson on that subject, and you 
will then see why the answer was a bad one. ' ' 
And, in the very numerous cases in which an an- 
swer is partly wrong, and partly right, or in which 
an answer, though right in substance, is wrong 
in the mere language or form of expression, it is 
always desirable to alter the language of your 
question, to propose it again to an elder child, 
to add a subordinate question or two to disentan- 
gle the precise truth, and then at last the question 
should be repeated in its original form, and an 
amended answer be required. But all this im- 
plies patience and judgment ; a condescension to 
the weakness and obscurity of infant minds ; a 
considerate, forbearing tone ; and a constant de- 
sire to sympathize in their difficulties, rather by 
offering a friendly help in escaping from them 
than by solving them at once. 



78 AKT OF QUESTIONII^G. 

It may occasionally happen to a teacher to be 
much vexed and puzzled because he can obtain 
no answers to his questions at all, or because all 
the answering comes from one or two prominent 
children. In such cases it is needless to find 
fault, or to complain and scold for the inatten- 
tion. It is far better to look into ourselves, and 
see if we cannot find the reason there for our 
want of success. Perhaps we have allowed the 
lesson to proceed in disorder, and nothing is 
known, simply because nothing has been taught ; 
and in this case our own method is in fault. Or, 
perhaps, we have been asking questions above 
the comprehension of the children, which they 
are positively unable to answer, and which we 
have no right to ask. Or, it may be that we have 
put our questions in an indistinct or unintelligible 
way. Let us always, in case of failure, suspect 
ourselves, take the ignorance of the children as a 
censure upon our own methods, and endeavor, 
with God's blessing, to turn the experience of 
such a lesson to good account, by rectifying our 
plans, simplifying our language, or studying 
more accurately the nature of the beings with 
whom we have to deal. 

Occasionally it will be found advantageous to 
vary the exercise by the employment of mutual 
questions ; by setting the children, especially of 
an upper class, to question one another in turn 
on the subject of the lesson. They will be very 
shy, and unwilling to do this at first ; but after 
a little practice they will learn to like it, and in 
the act of framing questions their own intelli- 



QUESTIONS SHOULD STIMULATE. 79 

gence will be greatly strengthened. Lord Bacon 
said " a wise question is the half of ln&owl- 
edge ;" and it is quite true that it takes some 
knowledge of a subject to enable us to put a 
good question upon it ; such mutual interroga- 
tion as I have described will therefore be, in a 
double sense, a test of the knowledge and 
thoughtfulness of a class. 

Every encouragement should always be offered 
to the children to put questions to their teacher, 
and to give free expression to whatever difficul- 
ties and doubts may be in their minds. A good 
teacher will never think such questions irksome 
or out of place, but will welcome them, and all 
the trouble they may bring with them, as so 
many proofs that the minds of his pupils are at 
work, and so many hopeful guarantees of future 
success. 

For, indeed, the whole sum of what may be 
said about questioning is comprised in this : It 
ought to set the learners thinking, to promote 
activity and energy on their parts, and to arouse 
the whole mental faculty into action, instead of 
blindly cultivating the memory at the expense of 
the higher intellectual powers. That is the best 
questioning which best stimulates action on the 
part of the learner ; which gives him a habit of 
thinking and inquiring for himself ; which tends 
in a great measure to render him independent of 
his teacher ; which makes him, in fact, rather a 
skilful finder than a patient receiver of truth. 
All our questioning should aim at this ; and the 
success of our teaching must ever be measured, 



80 ART OF QUESTION^ING. 

not by the amount of information we have im- 
parte4> but by the degree in which we have 
strengthened the judgment and enlarged the ca- 
pacity of our pupils, and imparted to them that 
searching and inquiring spirit which is a far surer 
basis for all future acquisitions than any amount 
of mere information whatever. 






BOOKS FOR TEACHERS. 

PUBLISHED AND FOR SALE BY 

DAVIS, BARDEEN & CO., 

SYRACUSR N. Y. 



o 



ABBOTT (Jacob). Gentle Measures in the Man- 
agement and Training of the Young. 12". New 
York. , ,i-..75 

The Teacher. Moral Influences empl^ed 

in the Instruction and Govi.rnment of the Young. I2». 
New York. I 75 

Abbott (J. S. C.) The Child at Home; or, The 
Principles of Filial Duty familiarly illustrated. i6». 
New York. i 00 

The Mother at Home ; or, The Principles 

of Maternal Duty familiarly illustrated. 16'^. New 
York. I 00 

Adams (F.) Free School System of the United 
States. I2«. London. 3 60 

Alcott (Amos Bronson). Record of a School ; 
exemplifying the Principles and Methods of Moral 
Culture. i6». Boston. i 50 

Alden (J.) Outlines on Teaching. 12°. New 
York. 25 

Alexander (S. D.) Princeton College during the 
iSth Century. 8«. New York. 2 50 

Altson' (A.) Essays on the Nature and Principles 
ol Taste. 120. New York. I 50 

American Educational Cyclopaedia. A Ref- 
erence-book for all Matters pertaining to Education. 
8". New York. Cloth. 2 00 

American Educational Monthly. 10 vols. 

(II to XI), uniformly bound in cloth. 

Per set $5.00; each 75 

Ames, Jr. (Azel). Sex in Industry. A Plea for the 
Working-girl. 160. Boston. I 25 

Armstrong (Mrs. M. F.) and Ludlow (Helen 
W. ) Hampton and its Students, by Two of its Teach- 
ers, with fifty Cabin and Plantation Songs arranged 
by T. P. Fenner. 8« New York. i 50 

Arnold (F.) Oxford and Cambridge: Their Col- 
leges, Memories, and Associations ; with engravings by 
Mr. Edward Whymper. Small 4°. London, 4 00 

Arnold (M.) A French Eton ; or Middle-Class 
Education and the State. 8^. London. i 00 



Arnold (M.) Higher Schools and Universities in 
Germany. 12°. London. 2 00 

Popular Education in France, with Notices 

of Holland. S^. London. 4 20 

Essays in Criticism. I2". New York. 200 

Literature and Dogma. 1 2<'. N. York, i 50 

God and the Bible. 120. New York, i 50 

ASCHAM (Roger). The Schole Master, with copi- 
ous Notes and a Glossary by J. E. B. Mayor. I2'>. 
London. 2 40 

A Short System of Polite Learning. Being 
an Epitome of the Arts and Sciences. 18". Phila- 
delphia. $0 

BARDEEN (C. W.) Common School Law for 
Common School Teachers. To which are added the 
Questions given at the New York Examinations for 
State Certificates. 16". Syracuse. 50 

Barnard (H.) Official Reports — as Superintend- 
ent of Common Schools in Connecticut, i vol. ; as 
Commissioner of Public Schools, R. L, i vol.; as 
National Commissioner of Education, 3 vols. 

Per volume, 4 50 

Connecticut Common School Journal, 1838- 

42, 4 vols. Second Series, 1 851-54. 4 00 

Journal of R. L Institute of Instruction, 



1845-48, 3 vols. 3 75 

The American Journal of Education — trom 



1856 to 1873. 24 Volumes (over 20,000 octavo pages), 
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teachers. Cloth, $120; half goat, $132. Single voL, 
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^^ The follozving I'reatises were originally published as 
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ultimately issued in the form in which they now appear. 

National Education : General and Special. 

ID vols. 

I. Elementary and Secondary Instruction in the Ger- 
man States; with a general summary of the Educa- 



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many, 1871. 856 pages. 5 5a 

2. Elementary and Secondary Instruction in other Eu- 
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3. Contributions to the History and Statistics of Com- 
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4. Elementary, Secondary, and Superior Instruction 
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7. Special Instruction in Science and the Arts in Great 
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8. Schools and Colleges of Science, Agriculture, and the 
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10. Professional Training and Improveinent in (i) 
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&c., in Different Countries. 850 pages. 5 50 

Barnard (H.) National Pedagogy and Library 
of Practical Education: 

1. Studies and Conduct: Letters, Essays, and Sugges- 
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the best Methods of Reading, Manners and the Art 
of Conversation, the Acquisition and True Uses of 
Wealth, and the Conduct of Life generally. 564 
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2. Primary Schools a?id Elementary Instruction : Ob- 
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tice of Elementary Instruction in the Primary, Mod- 
el, and Training Schools of Great Britain. Revised 
Edition. 544 pages. 3 oc 



3- English Pedagogy — Old and New: or, Treatises 
and Thoughts on Education, the School, and the 
Teacher. First Series, Ascham to Wottcn. 480 
pages. Second Series, Arnold to Wolsey. 608 
pages. 1876. Each 3 50 

4. American Pedagogy: Contributions to the Princi- 
ples and Methods of Education. 576 pages. 3 50 

5. German Pedagogy: Views of German Educators 
and Teachers on the Principles of Education, and 
Methods of Instruction for Schools of different 
Grades. 640 pages. 3 50 

6. Pestalozzi and Szviss Pedagogy: Memoir, and Edu- 
cational Principles, Methods, and Influence of John 
Henry Pestalozzi, and Biographical Sketches of sev- 
eral of his Assistants and Disciples ; together with 
Selections from his Publications, and Accounts of 
Schools and Teachers in Switzerland. 656 pages. 

3 50 

7. German Teachers and Educational Reformers: Me- 
moirs of Eminent Teachers and Educators with 
contributions to the History of Education in Ger- 
many. 1876. 586 pages. 3 50 

8. French Teachers, Schools, and Pedagogy — Old and 
Neiv. 648 pages. 3 50 

9. English Teachers, Educators, and Promotors of Ed- 
ucation, 556 pages. 3 50 

10. American Teachers, Educators, and Benefactors of 
Education, with Portraits. 5 vols. Per vol., 3 50 

11. American Graded Public Schools, with I'lans of 
School-houses and Equipment and Regulations for 
Schools in Cities. 556 pages. 3 50 

12. Aphorisms and Suggestions on Education and 
Methods of Instruction — Ancient and Alodern. 3 00 

13. School Codes: Constitutional Provisions respect- 
ing Education, State School Codes, and City School 
Regulations. 3 00 

14. School Architecture: Principles, Plans and Speci- 
fications for Structures for Educational Purposes. 
Revised Edition — 800 pages, 1000 illus'tions. 5 00 

15. Oral Training Lessons for Teachers. 12° New 
York. I 00 



1 6- 20. Papers for the Teacher. Five Series. 8". 

Each 3 00 

21. The Polytechnic School at Paris. I 50 

22. Tribute to Rev. Thomas H. Gallaudet, LL.D. 1 50 

23. Reformatory Education in Different Countries. 

3 00 

Bartle (Geo.) A Few Words to Parents and 
Guardians on Education of Youth. CI. 16". Lond. 25 

Hartley (Geo. C. T.) The Schools for the Peo- 
ple; containing the History, Development, and pres- 
ent Working of each description of English School 
for the Industrial and Poorer Classes. Thick S". 
London. 7 50 

Bates (Samuel P.) Lectures on Mental and Moral 
Culture. 120. Nevi^ York. I 50 

Method of Teachers' Institutes and the 

Theory of Education. \2^. New York. 75 

Beebe (L. N.) First Steps among Figures. A 
Book to assist Teachers to use the Grube Method. 
16". Syracuse. i 00 

Beecher (Catharine E.) Educational Reminis- 
cences and Suggestions. 16*'. New York. i 00 

■ Physiology and Calisthenics in Schools and 

Families. Over 100 illustrations. i6<-'. N. Y. I 00 

Belding (Pamelia). Infant-Class Manual. 18°. 
New York. 75 

Bible in the Public Schools (The). Argu- 
ments in the case of John D. Minor et al. v. The 
Board of Education of the City of Cincinnati et al., in 
the Superior Court of Cincinnati; with the Opinion 
and Decision of the Court. 80. Cincinnati. 2 00 

■ Arguments of Messrs. Ramsey, Sage, and 

King in the above case in favor of the use of the Bi- 
ble. 80. Cincinnati. 50 

• Arguments of Messrs. Stallo, Hoadly, and 

Matthews in th.e above case against the use of the Bi- 
ble. 8°. Cincinnati. 5a 

— Opinion and Decision of the Supreme Court 

of Ohio in the above case. S**. Cincinnati. 25 

See Library of Education. 



BiGELOW Q.) Modern Inquiries ; Classical, Pre 
fessional, and Miscellaneous. 1 20. Boston. .2 5* 

Blackie (John Stuart). On Seli-culture, Intel- 
lectual, Pliysical, and Moral. A Vade Mecum for 
Young Men and Students. 16°. New York. I 00 

Bower (A.) The History of the University of 
Edinburgh, chiefly compiled from original papers and 
records never before published. 2 vols. 8". Boards, 
uncut. Edinburgh, 181 7. 3 50 

Brace (Chas. L.) The Dangerous Classes of New 
York, and Twenty Years' Work among them. 12**. 
New York. 2 50 

Brackett (Anna C.) The Education of Ameri- 
can Girls, considered in a series of Essays by Ameri- 
can Women. 12". New York. I 75 

Bradford (W. H.) The Thirty Problems of Per- 
centage. 16". Syracuse. 25 

Bridges (F.) Hints to Mothers on Home Educa- 
tion. Small 8''. London. I 40 

Brisi'ED (Chas. A.) Five Years in an English 
University. Fourth edition. 12°. New York. 2 50 

Brown (Goold). Grammar of English Gram- 
mars. 8°. Sheep. New York. 6 25 

Burton (W.) The Culture of the Observing Fac- 
ulties in the Family and in the School ; or. Things 
about Home, and How to make them Instructive to 
the Young. i6». New York. 75 

CALDERWOOD (Henry). On Teaching: Its 
Ends and Means. 16°. New York. i 25 

California, History of the Public School 
System of, by John Swett. 8°. San Francisco. 2 00 

Calkins (N. A.) Primary Object Lessons, for 
Training the Senses and Developing the Faculties of 
Children. 12°. New York. i 50 

Canada Educational Directory and Year 
Book. 8«. Toronto. 60 

Carpenter (J. E.) Popular Readings in Prose 
and Verse. 12^. London. 2 00 

Cassell's New Popular Educator. Revised 



to the present date. With numerous additions. 
Complete in 6 vols. 8". London. Per vol., 2 50 
Cassell's Technical Educator. With colored de- 
signs and numerous illustrations. Illustrated. 4 
vols. 4<>. London. Per vol., 3 00 

Central Society of Education. Papers by 

eminent English Educators. I2<'. London. i 25 
Chapman (J. G.) Schools and School-masters, 
from the Writings of Charles Dickens. 12°. New 
York. I 25 

Clarke (E. H.) Sex in Education ; or, a Fair 
Chance for Gii'ls. l6<'. Boston. I 25 

The Building of a Brain. 16". Bost. i 25 

Classical Studies, as Information, or as Train- 
ing. By a Scotch Graduate. 120. New York, 50 
Classified Catalogue of Educational 

Works in use in Great Britain in the early part of 

1871, with prices and publishers. 8°. Lond. 3 00 

Cole (W. H.) The Institute Reader and Normal 

Class Book. 12". Cincinnati, I 50 

Commissioner of Education (U. S.) Annual 
Reports, 1870, i, 2, 3, 4, 5. 8". Each 2 00 

Comfort (Geo. F. and Mrs. Anna M.) Woman's 
Education and Woman's Health; chiefly in reply to 
" Sex in Education." 16®. Syracuse. i 25 

Combe (A.) A Treatise on the Physiological and 
Moral Management of Infancy. For the use of pa- 
rents. 18° New York. 75 

Corson (Hiram). Elocutionary Manual. Phila- 
delphia. I 50 

COUTIE (Geo.) The Education of Boys for Busi- 
ness ; being Practical Suggestions to Parents on the 
Education of their Sons for Commercial Life. 12**. 
London. I 60 

Currie Q.) Common School Education. 12". 
London. i 50 

The Principles and Practice of Common 

School Education. 12®. London. 3 00 

The Principles and Practice of Early and 

Infant School Education. With an Appendix of 



Hymns and Songs, with Appropriate Melodies. 12". 
London. '2 00 

Cyclop/edia of Education (The). Edited by 
H. Kiddle and A. J. Schem. S". New York. 5 00 

DAILY Public Schools in the United States. 

80. Philadelphia. I 50 

Dall (Caroline H.) The College, the Market, 
and the Court ; or Woman's Relation to Education, 
Employment, and Citizenship. 8** cl. Boston. 2 50 

Davies (Emily). The Higher Education of Wom- 
en. 12°. I 50 

Davis (Emerson). The Teacher Taught ; or the 
Principles and the Modes of Teaching. 12°. Bos- 
ton. I 00 

Day (H. N.) The Science of Esthetics ; or the 
Nature, Kinds, Laws and Uses of Beauty. 120. 
New York. 2 00 

Deaf and Dumb. See Latham, Reet, Scott. 

DeGraff's School-room Guide. Embodying 

the instruction given by the author at Teachers' In- 
stitutes, in New York and other States, and especially 
intended to assist Public School Teachers in the prac- 
tical work of the school-room. By E. V. DeGr iff, 
A.M. 160. I 50 

The Institute Song Budget. A Collection 

of Songs and Music for Schools and Educati' nal 
Gatherings. 16°. Syracuse. Ppr. o. 15; cl 50 

De Tocqueville (Alex.) American Institutions, 
120. I 50 

Diaz (Mrs. A. M.) The School-master's Trunk. 
Illustrated. 160. Boston. I 00 

Dickens (Chas.) Schools and School-mastors. 
Edited by T. J. Chapman. 120. New York. 1 25 

Dialogues and Dramas for School and 

Home. 12". New York. i 50 

Donaldson (James). Lectures on the History 
of Education in Prussia and England, and on kindred 
Topics. 12^'. Edinburgh. I 40 

Donaldson (John Wm.) Classical Scholarship 
and Classical Learning considered, with especial ref- 



erence to Competitive Tests and University Teaching : 
A Practical Essay on Liberal Education. 120. Lon- 
don. 2 GO 

DOUAI (A.) A Reform of the Common English 
Branches of Instruction. Manual introductory to and 
explanatory of the Series of Rational Readers. 8°. 
New York. . 30 

DUFFEY (Mrs. E. B.) No Sex in Education ; or, 
An Equal Chance for both Girls and Boys. Being a 
Review of Dr. Clarke's "Sex in Education." 160. 
Philadelphia. I 00 

Duncan (A1.) The Examiner ; or Teacher's Aid. 
Designed to assist Candidates for Teachers' Certifi- 
cates in preparing for Examination, Pupils in review- 
ing Studies, Tedchers in examining Classes. 120. 
Cincinnati. 50 

Dunn (H.) Principles of Teaching. 12". Lon- 
don. I 75 

DUPANLOUP (Monseigneur). The Child. Trans- 
lated, with the author's permission, by Kate Ander- 
son. 12O. Boston. I 50 

DwiGHT (B. W.) Higher Christian Education. 
120. New York. I 50 

EDGEWORTH (R. L. and Maria). A Treatise 
on Practical Education. 12°. New York. i 50 

Edison (J. S.) Legitimate System of National 
Education. 8°. London. I 75 

Education in Ireland. Thirty-seventh Report 
of the Commissioners of National Education in Ire- 
land. With Appendices. 80. Paper. Dublin. I 75 

Education in Japan. A Series of Letters ad- 
dressed by Prominent Americans to Arinori Mori, 
Japanese Minister. 12°. New York. i 50 

Educational Year Book. 1873. 12°. New 
York. I 00 

Eggleston (G. C.) How to Educate Yourself. 
A complete Guide to Students, showing how to Study, 
what to Study, how and what to Read. 12". New 
York. 75 

Ellis (W.) Education as a Means of Preventing 
Destitution. 8°. London. i 60 



EvELETH. School-liouse Architecture. Designs 
for School houses, with Perspectives, Elevations, 
Plans, Sections, Details, and Specifications, all drawn 
to working scale, with methods of Heating and Ven- 
tilation. 4°. New York. 6 oo 

Everett (Edward). Importance of Practical Ed- 
ucation and Useful Knowledge ; being a Selection from 
his Orations and other Discourses. 12°. N. Y. I 50 

Examiner (The), or Teacher's Aid. 12°. Cin- 
cinnati. 50 

FARRAR (F. W.) Essays on a Liberal Educa- 
tion. 8". London. 3 00 

Fearon (D. R.) School Inspection. 12". Lon- 
don. I 00 

FiCHTE (J. G.) On the Nature of the Scholar and 
its Manifestations. 12". London. I 25 

The Vocation of the Scholar. 12°. Lon- 
don. I 00 
The Science of Knowledge. 12°. Phila- 



delphia. 2 00 

Popular Works of. Translated from the 



German, with a Memoir of the Author, by Wm. 

Smith. Portrait. 8°. London. 6 00 

Fitch (J. G.) Art of Questioning. i6^ Paper. 

New York. 15 

■ Art of Securing Attention. 16". Paper. 

New York. 1 5 

Fitzgerald (Percy). Pictures of Scnooi Liie. 

8«. London. I 75 

Five Hundred Mistakes of Daily Occurrence in 

Speaking, Pronouncing and Writing the English Lan- 
guage. 120. New York. 80 
■•^LETCHER (Matilda). Practical Ethics for Schools 

and FamiHes. 8^. New York. I 00 

Forrester (A.) The Teacher's Text-book. S". 

Halifax. 4 00 

Foster (J.) On the Evils of Popular Ignorance. 

12^ New York. i 25 

Four Years at Yale. By a Graduate of '69. 

12°. New Haven. 4 00 



FOWLE (W. B.) The Teachers' Institute ; or, 
Familiar Hints to Young Teachers. 12°. N. Y. I 25 

Fowler (O. S.) Education and Self-improvement 
Complete. Comprising Physiology — Animal and Men 
tal ; Self-culture and Perfecdon of Character ; includ- 
ing the Management of Youth ; Memory and Intellect- 
ual Improvement. 12". New York. 3 50 

Frankland (Ed.) How to Teach Chemistry. 
Hints to Science Teachers and Students. Being the 
Substance of Six Lectures delivered at the Royal 
College of Chemistry, June, 1872. Summarized and 
edited by G. Chaloner. 12°. Philadelphia. I 25 

ROBISHER (J. E.) Selected Readings, Serious 
and Humorous, in Prose and Poetry, with an Appen- 
dix on Elocution, etc. 12*'. Syracuse. 

Paper, 0.25; boards, 50 

Fry (Herbert). Our Schools and Colleges, giving 
the principal particulars respecting English educational 
institutions. 12". London, 1867. 2 00 

Fuller (Thos.) The History of the University 
of Cambridge, from the Conquest to the Year 1634, 
with illustrative notes. 8°. Cambridge, 1840. 3 00 

FURNIVALL (Fr. J.) Education in Early England. 
Some Notes used as forewords to a Collection of 
Treatises on " Manners and Meals in Olden Times," 
for the Early English Text Society. 8". Paper. Lon- 
don. 50 

GARVEY (M. A.) A Manual of Human Culture. 
1 2''. London. 3 00 

Gtll (John). The Art of Teaching Young Minds 
to Observe and Think. 16". London. i 00 

Systems of Education. A History and 

Criticism. 120. London. i 40 

GiLMORE (J. H.) Outlines of the Art of Expres- 
sion. 120. Boston, I 25 

Gow (A. M.) Good Morals and Gentle Manners 
for Schools and Families. 12°. Cincinnati. I 25 

Grant (Horace). Exercises for the improvement 
of the Senses, and providing Instruction and Amuse- 
ment for Children who are too Young to learn to Read 
and Write. 180. London. ■ 40 



Grey" (Mrs. Wm.) Paper on the Study cl Educa- 
tion as a Science. London. 20 

Gross (Magnus). Languages and Popular Edu- 
cation. Three Addresses. (The Study of the German 
Language. — The Value of Popular Education. — The 
Study of Languages [with a Table showing the Pedi- 
gree of the Aryan or Indo-European Tribe of Lan- 
guages.]) 120. Paper. New York. 30 

Grosser (W. H.) Illustrative Teaching. iS^. 
Flexible cloth. New York. 30 

HAILMAN (W. N.) Outlines. A System of 
Object Teaching prepared for Teachers and Parents. 
With an Introduction by J. N. McElligott. 120. 
New York. I 00 

Twelve Lectures on the History of Peda- 
gogy, delivered before the Cincinnati Teachers' Asso- 
ciation. 16". Cincinnati. 75 

Hall (Rev. John.) Familiar Talks to Boys. 12". 
New York. I 00 

Hamilton (Richard W.) The Institutions of 
Popular Education. Second edition. I2<>. London, 
1846. I 25 

Hanna (Sarah R.) Bible History: a Text-book 
for Seminaries, Schools and Families. 12®. New 
York. I 50 

Hart Qames Morgan). German Universities. A 
Narrative of Personal Experience, together with re- 
cent Statistical Information, Practical Suggestions, and 
a Comparison of the German, English, and American 
Systems of Higher Education. 12*'. New York. I 75 

Hart (J. S.) In the School-room ; or, Chapters 
in the Philosophy of Education. 12''. Phila. I 25 

Mistakes of Educated Men. 18°. Phila- 
delphia. 50 

Harvard Examination Papers. 12". Bos- 
ton. I 50 

Hazen (W. B.) The School and the Army in 
Germany and in France. With a Diary of Siege Life 
at Versailles. I2<'. New York. 2 50 

Heberden (W.) On Education. A Dialogue 



after the manner of Cicero's Philosophical Disqnisi 
tions. iSo. London, 1818. 2 25 

Hecker (John). The Scientific Basis of Educa 
tion, Demonstrated by an Analysis of the Tempera 
ments and of Phrenological Facts in connection with 
Mental Phenomena and the Office of the Holy Spiri< 
in the Processes of the Mind, in a Series of Letter? 
to the Department of Public Instruction in the City of 
New York. Second edition. 8". New York. 2 5c 

Hiatus: The Void in Modern Education. It.' 
Causes and Antidote, by Outis. 8°. London. 3 OC 

Hill (Florence). Children of the State ; the Train- 
ing of Juvenile Paupers. 16°. London. 2 00 

Hill (Rev. Thomas). The True Order of Studies. 
120. New York. i 25 

History and Progress of Education. 12°. 

New York. i 50 

HiTTELL (John S.) A Brief History of Culture. 
12°. New York. I 50 

HOARE (Mrs. Sam'l). Hints on Early Education, 
etc. 12O. London. I 00 

HODGINS (J. G.) The School-house : its Architec- 
ture, Arrangements and Discipline, with Additional 
Papers on Various Subjects. 8°. Toronto, 1858. 2 00 

Special Report on the Ontario Educational 

Exhibit and the Educational Features of the Inter- 
national Exhibition at Philadelphia, 1876. 8". Paper. 
Toronto. 3 00 

Hodgson (W. B.) The Education of Girls, and 
the Employment of Women of the Upper Classes, 
educationally considered. Two lectures. Crown, 
8°. London. I 40 

HOLBROOK (Alfred). School Management. 12*. 
Lebanon. I 50 

The Normal ; or. Methods of Teaching the 

Common Branches. 12^. New York. I 50 

Hooper (E.) Our Nurseries and Schocl-rooms : 
Being remarks on Home Training and Teaching, 
specially for Ladies engaged in Tuition. CiOMn8o. 
London. 75 



HOOSE (J. H.) Studies in Articulation : a Studj 
and Drill Book in the Alphabetic Elements of thf 
English Language. 1 60. Syracuse. 5c 

Notes on the Departments of Public In- 

struct^ion in England and Scotland. 16°. Syracuse. 15 

Hope (A. R.) A Book about Boys. 16". Bos- 
ton. 75 

A Book about Dominies. 16". Boston, 75 

Howe (Julia Ward). Sex and Education. A Re- 
ply to Dr. Clarke's '* Sex in Education." 160. Bos 
ton. I 25 

HOYT (John W.) University Progress. 8°. New 
York. 2 oc 

Hurst (J. F.) Life and Literature in the Father- 
land. The result of four years' professional residence 
in Germany, and describes fully German Domestic 
and Social Life; the Schools, Universities, and Gen 
eral Educational Features of the Country. 8®. New 
York. 2 25 

INFANTRY Tactics for Schools. N. Y 75 

JEAN PAUL. Levana; or, the Doctrine of Edu- 
cation. Boston. 2 00 

Jewell (F. S.) School Government. A Practical 
Treatise presenting a Thorough Discussion of its 
Facts, Principles, and their Applications ; with Crit- 
iques upon Current Theories of Punishment, and 
Schemes of Administration. 12". New York. I 50 

Jex-Blake (Sophia). A Visit to some American 
Schools and Colleges. 8". London. i 75 

JOHONNOT (J.) Our School-houses. Containing, 
(i) An Exposition of the Faults of School-houses, (2) 
An analysis of the Needs of Modern Schools, (3) 
About fifty Plans, (4) A simple system of Ventilation, 

(5) Admission of Light and other Sanitary Conditions, 

(6) Arrangement of Grounds, etc., (7) School Furni- 
ture, (8) Apparatus, (9) System for grading Country 
Schools, (10) Conduct and Management of Schools. 
Illustrated. 8". Syracuse. 2 oc 

Jolly (S.) Harmony of Education. 12°. Lond. 8g 

Thoughts on Vocation and Progression of 

the Teacher. I2». London. 6q 



KAY (J.) The Social Condition and Education 
of the People in England. 12°. New York. i 50 

Kennedy (H. A.) The Heart and the Mind. 
True Words on Training and Teaching. 120. Lon- 
don. 75 

Kennedy (J.) Philosophy of School Disciphne. 
160. Syracuse. 25 

Kiddle (H.), Harrison (T.), and Calkins (N. A.) 
How to Teach. A Manual of Methods for a Grade 
Course of Instruction ; embracing the Subjects usuall 
pursued in Primary, Intermediate, Grammar, an 
High Schools ; also suggestions relative to Discipline 
and School Management. For the use of Teachers. 
120. New York. I 25 

Kingsley (Chas.) Heakh and Education. 12°. 
New York. I 75 

Kriege (Matilda H.) Friederich Froebel. A Bi- 
ographical Sketch. 1 20. New York. 50 

Krusi (H.) Pestalozzi : His Life, Work and In- 
fluence. 80. Cincinnati. 2 25 

LANCASTER (Joseph). Improvements in Edu- 
cation, as it respects the Industrial Classes of the 
Community; containing, among other important par- 
ticulars, an account of the Institution for the Educa- 
tion of One Thousand Poor Children, Borough Road, 
Southwark ; and of the New System of Education on 
which it is conducted. S**. London, 1805. 2 00 

Latham (Wm. H.) First Lessons for Deaf Mutes. 
i63. Cincinnati. 30 

Laurie (S. S.) Primary Instruction in relation to 
Education. 12°. London. I 50 

Leighton (R. F.) Harvard Examination Papers. 
collected and arranged. I2C. Boston. I 56 

Leitch Qames). Practical Educationists and their 
Systems of Teaching. 120. Glasgow. 2 40 

Lessing (G. E.) The Education of the Human 
Race. Translated by F. W. Robertson. 180. Lon- 
don. I 00 

Lessons on Objects, as given to Children be- 
tween the Ages of Six and Eight, in a Pestalozzian 



School at Cheam, Surry. From the twenty-second 
London edition. 12°. San Francisco. i 75 

Le Vaux (G. V.) The Science and Art of Teach- 
ing. 120. Toronto. I 25 

Library of Education, Selected from the best 
writers of all countries. Vol. I : Some Thoughts 
concerning Education, by John Locke. Vol. 2 : Some 
Thoughts concerning Education, by John Locke ; part 
2, and a Treatise on Education, by John Milton. 
Vol. 3 : The Study of Physiology in Schools, by Hor- 
ace Mann. Vol. 4: Scottish University Addresses, 
by John S. Mill, James A. Froude, and Thos. Car- 
lyle. Vol. 5 : The Bible in the Public Schools, from 
the press, etc. Vol. 6: The same, part 2. 180. Pa- 
per. Syracuse. Each, 25 

LiLLiENTHAL (M. E.) and Allyn (Robt.) Things 
Taught : Systematic Instruction in Composition and 
Object Lessons. 160. Cincinnati. 25 

LOOMIS (L. C.) Mental and Social Culture, for 
Teachers, Schools, and Families. In Fourteen Chap- 
ters. Adapted for use as a reading book. 120. New 
York. 75 

Lord (John). Life of Emma Willard. 12^ New 
York. 2 00 

Lowe (R.) Primary and Classical Education. 
An Address. 80. Paper. Edinburgh. 50 

MACBRAIR (R. M.) Chapters on National Edu- 
cation. 80. London. 50 

MacLAREN (Archibald). A System of Physical 
Education, Theoretical and Practical. With illustra- 
tions. 16°. Oxford. 2 25 

Mandeville (Henry). Elements of Reading and 
Oratory. 8°. New York. I 50 

Mann (Horace). Annual Reports on Education 
from 1839 to 1848. Crown 80. 770 pages. Cloth. 
Boston. 3 00 

•-; Lectures and Annual Reports on Education. 

Crown 80. 584 pages. Cloth. Boston. 3 GO 

Thoughts selected from the Writings of 



Horace Mann. 160. 240 pages. Cloth. Bost. I 25 



Mann (Mrs. Horace). The Life of Horace Mann. 
Crown 80. Boston. 3 00 

• Education by Work, according to Froebel's 

Method. Translated from Bertha Von Marenholz- 
Bulow. 120. Camden. i oc 

Mansfield (E. D.) American Education: Its 
Principles and Elements. Dedicated to the Teachers 
of the United States. I2«. New York. I 50 

Mark BY (Rev. Thos.) Practical Essays on Edu- 
cation. 12*'. London. 2 00 

Martineau (Harriet). Household Education. 
16°. Boston. I 25 

Mathias (G. H. D.) A Tutor's Counsel to his 
Pupils. 1 20. Philadelphia. I 00 

Maudsley (H.) Sex in Mind and Education. 
16". New York. 25 

Maurice (F. D.) Representation and Education 
of the People. Chapters from English History. 
Crown 8'^. Paper. London. 75 

Learning and Working. Six Chapters on 

the Foundation of Colleges for Working Men. S". 
London. 2 50 

Mayhew (Ira). Universal Education : Its Means 
and Ends. 12°. New York. I 75 

Mayo (Miss and Dr.) Practical Remarks on In- 
fant Education. 120. London. 50 

Mayor (J. B.) Guide to the Choice of Classical 
Books. 120. London. I 00 

Menet (J.) Practical Hints on Teaching. Con- 
taining Advice as to Organizafion, Discipline, Instruc- 
tion, and Practical Management. With plans of 
Schools which have been thoroughly Tested, and are 
now being thoroughly Adopted in various Localities. 
120. London. I 25 

Miller (Hugh). My Schools and School-masters. 
1 20. New York. * i 50 

More (Hannah). Strictures on the Modem System 
of Female Education ; with a View of the Principles 
and Conduct prevalent among Women of Rank and 
Fortune. 2 vols. 120. London, 1799. 2 25 



MORLEY (J.) Struggle for National Education. 8*. 

London. i 20 

Morse (E. S.) First Book of Zoology. 12*. New 

York. I 25 

MuLLER (M.) Public School Education. I2^ 

Boston. I 50 

NASH (Simeon). Crime and the Family. 12°. 

Cincinnati. I 25 

National Educational Association. Pro- 
ceedings and addresses for 1872, 3, 4, 5, 6 and 7. 8". 
Cloth. Each, 2 00 

Newman (Dr. John Henry). Idea of a University , 
considered in Nine Discourses, Occasional Lectures, 
and Essays. Crown 8*^. London. 2 80 

New York City. An Account of the Free School 
Society of New York. 80. 18 14. Very rare. 5 00 

Public Education in its History, Condition 

and Statistics. An Official Report to the Board of 
Education, by Thomas Boese, Clerk of the Board. 
80. New York. 3 00 

History of the PubHc School Society of, with 



Portraits of the Presidents of the Society, by Wm. 
Oland Bourne, A.M. 80. New York. 600 

New York State. See Randall (S. S.), Regents' 
Questions. Regents' Reports. 

Natural History. This magnificent work, 

which gave to the world the nomenclature now every- 
where adopted, is now rare. It consists of 22 vols. 
Zoology, 5 vols., (Mammals I, Reptiles and Fishes 2, 
Birds I, Molluscs l). Botany, 2 vols. Mineralogy y 
I vol. Geology, 4 vols. Agrictillure, 5 vols., and 
Palceoniology, 5 vols. The set contains several thou- 
sand plates, nearly half of them colored by hand, and 
cost the State more than $500,000. We have several 
sets on hand, at from $60 to $100, and single volumes 
at from $2.00 to $15.00. 

NORTHAM (H. C.) Civil Government for Common 
Schools. Prepared as a Manual for Pubhc Instruction 
in the State of New York. To which is appended the 
Constitution of the State of New York, as recently 
amended. i6». Syracuse. 75 



NORTHEND (C.) The Teachers' Assistant; or, 
Hints and Methods in School Discipline and Instruc- 
tion ; being a Series of Familiar Letters to one enter- 
ing upon the Teacher's Work. I2<^. New York, i 50 

« The Teacher and the Parent : A Treatise 

upon Common School Education ; containing Practical 
Suggestions to Teachers and Parents. 120. New 
York. I 50 

Northrop (B. G.) Education Abroad, and other 
Papers. 8». New York. i 50 

)GDEN (J.) The Science of Education and Art 
of Teaching. 120. Cincinnati. I 50 

Oljn (St.) College Life : Its Theory and Practice. 
120. New York. 1 50 

Oppler (A.) Three Lectures on Education, de- 
livered before the College of Preceptors. Revised 
and enlarged. i2<-\ London. I 40 

Orcutt (Hiram). Home and School Training. 
12O. Boston. I 00 

Teachers' Manual. 12°. Boston. i 00 

Orton (J.) The Liberal Education of Women. 
The Demand and the Method. 12". New York, i 50 

Our Children : How to Rear and Train Them. 
A Manual for Parents in the Physical, Educational, 
Rehgious, and Moral Training of their Children. 120. 
London. i 50 

PAGE (D. P.) Theory and Practice of Teaching. 
120. New York. i 50 

Payne (J.) Pestalozzi : The Influence of his Prin- 
ciples and Practice on Elementary Education. 8". 
Paper. London. 25 

• — ' Froebel and the Kindergarten System. 12". 

Paper. New York. 15 

The Science and Art of Education. 8". 



New York. 50 

The True Foundation of Science Teaching:. 



80. Paper. London. 25 

A Visit to German Schools. Notes of a 



Professional Tour to inspect some of the Kindergarten 
Primary Schools, Public Girls' Schools, and Schools 



for Technical Instruction, in Hamburg, Berlin, Dres. 
den, Weimar, Gotha, and Eisenach, in the Autumn of 
1874, with critical Discussions of the General Princi- 
ples and Practice of Kindergarten and other Schemes 
of Elementary Education. 12°. London. i 80 

Payne (Wm. H.) Chapters on School Supervision. 
A Practical Treatise on Superintendence, Grading, 
Arranging Courses of Study, etc. 12". Cin. i 25 

PEABODY (Elizabeth P.) Record of Mr. Alcott's 
School, exemplifying the Principles and Methods of 
Moral Culture. 16°. Boston. I 50 

Peets (H. p.) Course of Instruction for the Deaf 
and Dumb. N. Y. Part I, net, . 75 ; Part 3, net, I 00 

Language Lessons. 12°. N. Y. Net, i 25 

Pestalozzi (H.) and His Plan of Education ; be- 
ing an Account of His Life and Writings. Portrait. 
8°. London, 1 83 1. 3 oc 

Letters on Early Education. With Me- 
moir. 120. London, 1850. 75 

See Krusi, Payne, Cullen, Barnard, Quick, 

and Lessons on Objects. 

Phelps (Mrs. L.) The Student; or, Fireside 
Friend. With an Appendix on Moral and Religious 
Education. I2». New York. I 50 

Discipline of Life. 12°. • New York, i 75 

The Educator ; or, Hours with my Pupils. 

1 20. New York. i 50 

Phelps (W. F.) The Teacher's Hand-book for 
the Institute and Class-room. 120. New York. I 50 

"Philobiblius." Histor>' and Progress of Edu- 
cation, from the Earliest Times to the Present. In- 
tended as a Manual for Teachers and Students. With 
an Introduction by H. Barnard. 120. N. Y. I 50 

Porter (Noah). Addresses at the Inauguration 
of, as President of Yale College, Wednesday^ Octo- 
ber ii, 1871. 8". New York. i oo 

Books and Reading ; or, What Books shall 

I Read, and how shall I Read Them. 12°, New 
York. 2 00 

The American Colleges and the American 



Public. 1 20. New Haven. i ?o 



Potter (Alonzo) and Emerson (G. B.) The 
School and the School-master. A Manual for the use 
of Teachers, Employers, Trustees, Inspectors, •etc. 
I20. New York. I 50 

Public Schools (The). Winchester, Westmin- 
ster, Shrewsbury, Harrow, Rugby. Notes of their 
History and Traditions. By the author of " Etoma." 
12°. Edinburgh. 3 00 

PULLEN (P. H.) The Mother's Book; or, Gram- 
mar of English Parsing ; exemplifying Pestalozzi's 
Plan of Awakening the Understanding of Children 
in Language, Drawing, Geometry, Geography, and 
Numbers. Second edition. 12^. Lond., 1822. I 25 

QUAIN (R.) On some Defects in General Educa- 
tion. Crown 8". London. I 25 

Quick (Robert Hebert). Essays on Educational 
Reformers. 12°. Cincinnati. 2 oc 

RANDALL (S. S.) A History of the Common 
School System of the State of New York, from its 
Origin, in 1795, to 1871. Including the various City 
and other Special Organizations, and the Religious 
Controversies of 1821, 1832, and 1840. 8°. New 
York. 3 00 

History of the State of New York, for the 

use of Common Schools, Academies, Normal and 
High Schools, ana other Seminaries of Instruction. 
12°. Syracuse. I 50 

First Principles of Popular Education and 



Popular Instruction. 12°. New York. i 50 

Raub (A. N.) Plain Educational Talks with 

Teachers and Parents. 12°. Philadelphia. i 50 

Regents' Questions (The). 1866 to 1876. Be- 
ing the Questions for the Preliminary Examinations 
for admission to the University of the State of New 
York, prepared by the Regents of the University. 
Compiled by D. J. Pratt. 18°. Syracuse. i 00 

Regents' Reports on the Academies and Colleges 
of New York together with the Proceedings and ad- 
dresses at the Annual Convocations. By far the most 
complete and detailed educatioral reports ever pub- 



lished. 1 83 7- 1 8 76. 8®. Albany. Price variable 
according to scarcity of volumes. 

Re'GENTS' Reports on the New York Museum of 
Natural History, 1 848-1 874, 27 vols, published, fully 
illustrated, forming an appendix to the Natural His- 
tory of the State of New York. Scarce. Price vari- 
able according to size and variety of the volumes. 
We have complete sets and extra volumes always on 
hand. 

Rhode Island History of Public Education, 1636 
to 1876, Thos. B. Stockwell. 8". Providence. 3 00 

RiCHTER (Jean Paul Friedrich). Levana ; or, The 
Doctrine of Education. Translated from the German. 
12°. Boston. 2 00 

RiGG (J. H.) National Education in its Social 
Condition and Aspects, and Public Elementary School 
Education, English and Foreign. 12". London. 450 

RiOFREY (A. M. B.) Treatise on Physical Educa- 
tion ; specially adapted to young Ladies. 8°. Lon- 
don, 1838. 2 50 

ROBBINS (Eliza). The Guide to Knowledge ; being 

a Collection of Useful and Familiar Questions and 

Answers on Every-day Subjects. 18". N. Y. i 00 

Roberts (C. R.) National Education ; with Hints 
to People and Rulers. 8". London. 2 40 

Roe (Martha;. A Work in Number, for Junior 
Classes. 16°. Syracuse. 50 

Rogers (Edward). A Guide Book for Parents, 
Teachers, and Scholars, designed as a System of Ethics 
for Common Schools. 16°. Ulica, 1849. I 00 

Rogers (J. E. T.) Education in Oxford : Its 
Method ; its Aids, and its Rewards. 8°. Lond. 2 40 

Ronneger (Madame). On Certain Moral and 
Esthetic Deficiencies in die Education of the Present 
Day. Lecture delivered at the College of Preceptors, 
April 15, 1874. London. 20 

Root (N. W. Taylor). SchoOk Amusements; or. 
How to make the School Interesung, and hints upon 
the General Management of the School-room, With 
Engravings. 120. New York. I 50 



ROSENKRANZ (Carl). The Science of Education ; 
or. Pedagogics as a System. Translated from the 
German by Anna Brackett. So. Sv. Louis. 

Paper, $i.oo; cloth i 50 

Ross (Mary Ann). How to Train Young Eyes 
and Ears ; being a Manual of Objects-lessons for 
Parents and Teachers. London. 75 

RoiH (M.) Gymnastic Exercises, according to 
Ling's System, for the due Development and Strength- 
ening of the Human Body. New York. 50 

Russell (J.) Normal Training. 12°. N. Y. i 25 

SANDS (Nathaniel). The Philosophy of Teaching. 
The Teacher, the Pupil, the School. 8«. N. Y. i 00 

Schmidt (H. L) Education. Part i. History of 
Education, Ancient and Modern ; Part 2, A Plan of 
Culture and Instruction. 18". New York. 75 

SCOONES (W. B.) The Public Schools and the 
Public Service. 8°. London. 50 

ScoTT (W. R.) The Deaf and Dumb: Their 
Education and Social Position. 8°. London. 3 00 

Sears (Barnas). Ciceronian: or, the Prussian 
Method of Teaching the Elements of the Latin Lan- 
guage. 18°. Boston. 65 

Senior (N. W.) Suggestions on Popular Educa- 
tion. 8°. Half morocco. London. 3 25 

Sewell (E. M.) Principles of Education, drawn 
from Nature and Revelation, and applied to Female 
Education in the Upper Classes. 12*^. N. Y. 2 00 

Sheldon (E. A.) Lessons on Objects. Gradu' 
ated series. Designed for Children between the Ages 
of Six and Fourteen Years. Containing also Inform- 
ation on Common Objects. 12". New York. i 75 
A Manual of Elementaiy Instruction. Con- 
taining a Graduated Course of Object Lessons for 
Training the Senses and Developing the Faculties of 
Children. I2». New York. I 75 

Shirreff (Emily). Intellectual Education, and its 
Influence on the Character and Happiness of Women. 
Crown 8f. London. 2 40 

SiZER (Nelson). What to Do and Why, and how 



to Educate each Man for his Proper Work. Describ. 
ing Seventy-five Trades and Professions, and the Tal- 
ents and Temperaments required for Each. I2<». 
New York. i 75 

Smart (J. H.) The Indiana Schools and the Men 
who have Worked in Them. 12". Cmcinnati. I 00 

A Manual of Free Gymnastic and Dumb 

Bell Exercises. 16°. Cincinnati. 20 

Spencer (Herbert). Education, Intellectual, Mor- 
al, and Physical. 12". New York. I 25 

Spurzheim (J. G.) Education : Its Elementary 
Principles, founded on the Study of the Nature of 
Man. With an Appendix, containing the Tempera- 
ments and a Brief Analysis of the Faculties. 12°. 
New York. I 25 

The Same. 8". London, 1828. 200 

Staunton (Howard). The Great Schools of En- 
gland. An Account of the Foundations, Endow- 
ments, and Discipline of the Chief Seminaries of 
Learning in England. Crown 8*^. London. 2 50 

Steffens (Heinrich). German University Life. 
The Story of My Career as Student and Professor. 
With Personal Reminiscences of Goethe, Schiller, 
Schelling, and others. Translated by W. L. Gage. 
1 20. Philadelphia. I 25 

Stetson (C. B.) Technical Education : What it 
is, and what American Public Schools should Teach. 
An Essay based on the Examination of the Methods 
and Results of Technical Education in Europe, as 
shown by Official Reports. 16°. Boston. I 25 

Stone (J.) The Teacher's Examiner. 12°. New 
York. I 23 

Stow (David). The Life and Educational Princi- 
ples of. Founder of the Training System of Educa- 
tion. By the Rev. Wm. Eraser. With Portrait. 
Crown 8". London. 2 00 

The Training System. Moral Training in 

School and Normal Seminary, or College. 120. Lon- 
don, 1858. Otit of Print. 

Stowell (T. B.) Syllabus of Lectures in Physi* 



ology given at the State Normal and Training School 
at Cortland. 8''. Boards. Syracuse. 50 

Sweet (J.) Questions for Examinations. An Aid 
to Candidates for Certificates, and a Handbook for 
Examinations and Teachers. 120. New York i 00 

Syntax (Dr.) Three Tours of; in search of (i) 
The Picturesque, (2) Consolation, (3) A Wife. Col. 
ored Illustrations. la^*. London. 3 00 

3YPHER (J. R.) The Art of Teaching School. 
1 20. Philadelphia. I 50 

TATE(Thos.) The Philosophy of Education. 120. 
London. 2 60 

Taylor (L) Home Education. S". Lond. 2 00 

Taylor (O. M.) History of Annapolis and the 
United States Naval Academy. 12°. Baltimore. I 00 

Taylor (S. H.) Method of Classical Study. i2\ 
Boston. I 25 

Taylor (W. B. S.) History of the University of 
Dublin : Its Origin, Progress, and Present Condition. 
Colored illustrations. Thick 8". London. Cloth. 
Uncut. 2 50 

Ten Brook (Andrew). American State Univer- 
sities : Their Origin and Progress. A History of 
Congressional University Land Grants. A Particular 
Account of the Rise and Development of the Univer- 
sity of Michigan, and Hints toward the Future of the 
American University System. S°. Cincinnati. 3 50 

Testas (M. F.) Virtues and Faults of Childhood. 
From the French by Susan E. Harris. 120. Bos- 
ton. I 25 

Thayer's Lectures to a Young Teacher. 

16°. New York. 50 

Thomas (W. C.) Symmetrical Education; or. 
The Importance of Just Proportion in Mind and Body. 
Crown 8**. London. I GO 

Thompson (D'Arcy W.) Day Dreams of a School- 
master. 12". London. 2 50 

Wayside Thoughts on Education. 12". 

Edinburglu 2 40 

Thomson (E.) Educational Essays. 12". New 
York. I <J0 



Thornley (M.) True End of Education Devel- 
oped. 120. Edinburgh. I 25 

Thring (E.) Education and School. I2*>. Lon- 
don. I 7S 

Times (J.) School Days of Eminent Men. 12". 
Cloth. New York. i 5c 

Todd (J.) The Student's Manual. Designed by 
Specific Directions, to aid in Forming and Strengthen- 
ing the Intellectual and Moral Character, and Habits 
of the Student. la". Northampton. i 75 

TODHUNTER (I.) The Conflict of Studies, and 
other Subjects connected with Education. 8°. Lon- 
don. 3 50 

Twining (T.) Technical Training : Being a Sug- 
gestive Sketch of a National System of hadustrial In- 
struction, founded on a General Diffusion of Practical 
Science among the People. 8°. London. 4 50 

WALSH (McN.) The Lawyer in the School- 
room ; comprising the Laws of all the States on Im- 
portant Educational Subjects. Carefully compiled, 
arranged, cited, and explained. In nine chapters. 
12". New York. I 00 

Warren (S. E.) Notes on Polytechnic or Scien- 
tific Schools in the United States : Their Nature, 
Position, Aims, and Wants. 8». Paper. N. Y. 40 

Watson's (J. M.) Handbook of Gymnastics. 
With illustrations and music to accompany the exer- 
cises. 80. New York. 2 00 

Manual of Calisthenics. A Complete Course 

of Physical Exercises, without Apparaus. 160. New 
York. I 25 

Welch (A. S.) Object Lessons. Prepared for 
Teachers of Prinvary Schools and Primary Classes. 
160. New York. I 00 

Welch (F. G.) Moral, Intellectual, and Physical 
Culture ; or, The Philosophy of True Living. I2». 
New York. 2 00 

vVells (W. H.) A Graded Course of Instruction 
for Public Schools. With Copious Practical Direc- 
tions to Teachers, and Observations on Primary 



Schools, School Disci^»line, School Records, etc. 120. 
New York. I 25 

Western Literary Institute and College of Pro- 
fessional Teachers. Transactions of Fourth Annual 
Meeting. 8". Cincinnati, 1835. 2 00 

Whewell (Wm.) Of a Liberal Education in Gen- 
eral, and with Particular Reference to the Leading 
Studies of the University of Cambridge. 8". Boards. 
London. 2 00 

On the Principles of English University 

Education. 12°. London, 1838. i 25 

Influence of the History of Science upon In- 
tellectual Education. I2<'. Paper. Boston. 40 

White (R. G.) Life and Genius of Shakspere. 
12°. Boston. 2 50 

Whitcomb (Ida P.) A Summary of History. 
12°. New York. 5c 

WiCKERSHAM (J. P.) Methods of Instruction ; or. 
That Part of the Philosophy of Education, which 
Treats of the Nature of the Several Branches of 
Knowledge, and the Method of Teaching Them. 12". 
Philadelphia. i 75 

School Economy. A Treatise on the Prep- 
aration, Organization, Employments, Government, and 
Authorities of Schools. 120. Philadelphia. i 50 

WiLLARD (Emma). The Life of, by John Lord. 
12". New York. 2 00 

WiLLSON (M.) Manual of Information and Sug- 
gestions for Object Lessons, in a Course of Element- 
ary Instruction. Adapted to the use of the School, 
and Family Charts, and other aids in Teaching. 120, 
New York. i 50 

WiLLiN Q.) The Education of the People ; with 
J. P. Nichols's PreHminary Dissertation. 120. Glas- 
gow. I 50 

Wordsworth (C.) Social Life at the English 
Universities in the Eighteenth Century. 12*'. Lon- 
don. 6 GO 

Work's New Education according to Froebel's 
Method, by Bertha Von Marenholtz-Bulow. Trans. 



lated by Mrs. Horace Mann, vriJh. the assistance of 
Prof. Leopold Noa. 16°. 1876. 50 

yONGE (Miss). Landmarks of Ancient History. 
12^. New York. i 00 

■ Landmarks of Mediseval History. 1 2". New 

York. I 25 

Landmarks of Modem History. 12°. New 

York. I 50 

YOUMANS (E. L.) The Culture Demanded by 
Modern Life : A Series of Addresses and Arguments 
on the Claims of Scientific Education. Edited with 
an Introduction on Mental Discipline in Education. 
120. New York. 2 00 

YoUMANS (EUza A.) First Book of Botany. De- 
signed to Cultivate the Observing Powers of Children. 
12°. New York. I 25 

Second Book of Botany. I2*>. N. Y. i 50 

SCHOOL REPORTS 
Of all leading States and Cities for many years past 
on hand, for sale or exchange. 

KINDERGARTEN. 

BORSCHITZKY (]. F.) Kindergarten Lieder, with 
German and English words. Containing the "32 Songs 
in Ronge's Guide. Arranged with an accompaniment 
of a second voice and piano-forte guidance. New 
York. 3 50 

Thirty-two Songs from Ronge's Kinder- 



garten Guide, with words in English and German. 
New York. i 75 

New Kindergarten Songs. New York. 50 



CURRIE (James). The Principles and Practice of 
Early and Infant School Education, with an Appendix 
of Infant School Hymns and Songs with appropriate 
Melodies. 120. London. 2 00 

DOUAI (Adolt). The Kindergarten. A Manual 
for the Introduction of Froebel's System of Primary 
Education into Public Schools, and for the Use of 
Mothers and Private Teachers. With 16 plates. 
Fourth edition. 1 20. New York. I 00 



Froebel (F.) The Founder of the Kindergarten 
System. A Biographical Sketch by Matilda H. Kriege, 
with portrait. Cloth. New York. 50 

Reminiscences, by B. Von Marenholz-Bu- 

low. 12°. Boston. I 50 

The Mother's Book of Song. Two-part 



Songs for little Singers, on the Kindergarten System. 
The music composed by Lady Baker ; edited by G. A. 
Macfarran. i6». New York. 75 

Froebel (Karl). Elements of Designing on the 
Developing System, for Elementary School Classes, 
and for Families. 4 parts. Leipsic. 

Each, paper, $0.35; cloth 50 

Hailman (W. N.) Kindergarten Culture in the 
Family and Kindergarten. A Complete Sketch of 
Froebel's System of Early Education, adapted to 
American Institutions. For the use of Mothers and 
Teachers. Illustrated. 16°. Cincinnati. 75 

Hoffmann (H.) Kindergarten Toys, and how to 
use Them. A Practical Explanation of the First Six 
Gifts of Froebel's Kindergarten. Illustrated. Paper. 
New York. 20 

Hyde (Anna M.) A Ladder to Learning for Little 
Climbers. Showing how Play and Study may be 
Combined. Prepared for the Use of Kindergartens, 
Infants, Primary, and Parish Schools. 18°. Phila- 
delphia. 50 

Kraus-Boelte (Maria) and John Kraus. The 
Kindergarten Guide. An Illustrated Hand-book, de- 
signed for the Self-instruction of Kindergartners, 
Mothers, and Nurses. 8". New York. No. I, ist 
and 2d Gifts, $0.65; II, 3d-6th, $1.00; III, 7th 
Gift, 80 

Kriege (A. L.) Rhymes and Tales for the Kin- 
dergarten and Nursery. Collected and revised. I2<». 
New York. Paper, $0.50; cloth i 00 

Kriege (Matilda H.) The Child : Its Nature and 
Relations. An Elucidation of Froebel's Principles of 
Education. Second edition. I2<». New York, i 00 

Little (Ella). Kindergarten Spelling-book. Part 
first. 160. Boston. 25 



Mann (Mrs. H.) and Peabody (E. O..) Moral 
Culture of Infancy and Kindergarten Guide, with 
music for the Plays. 120. New York. i 25 

NOA (Henrietta). Plays for the Kindergarten; 
music by C. J. Richter. (The Text of the 19 Plays L 
in both German and English.) 18°. Paper. New 
York. 30 

Payne (Joseph). Froebel and the Kindergarten 
System of Elementary Education. Paper. N. Y. 15 

Peabody (Elizabeth P.) Lectures on the Nursery 
and Kindergartner. No. i. Education of the Kin- 
dergartner. 12^. Paper. Pittsburg. 25 

RONGE (Johannes and Bertha). A Practical Guide 
to the English Kindergarten, for the use of Mothers, 
Governesses, and Infant Teachers ; being an Exposi- 
tion of P>oebel's System of Infant Training, accompa- 
nied with a great variety of Instructive and Amusing 
Games, and Industrial and Gymnastic Exercises. 
With numerous Songs set to Music, and arranged for 
the Exercises. With 71 lithographic plates. New 
York. 2 10 

WiEBE (Ed.) The Paradise of Childhood. A 
Manual for Self-instruction in Friedrich Froebel's Ed- 
ucational Principles, and a Practical Guide to Kinder- 
gartners. With 74 plates of Illustrations. In four 
parts. 4°. Springfield, Mass. Paper, $2.50; cl. 3 go 

See also Works on "Objects." 

NATURAL HISTORY OF THE STATE OF 
NEW YORK. 

This magnificent work was issued by this State at an 
expense exceeding $500,000, and gave to the world the 
accepted nomenclature of geological formations. Twen- 
ty-two volumes have been issued : the first in ,1842, the 
last in 1870. Complete sets are now scarce and valuable, 
but we have for several years purchased all copies offered 
for sale, and have now on hand several complete sets, 
and a great many single volumes. The prices of the 
different volumes vary with their scarcity and condition. 
The Mineralogy we can furnish at $3.00. The Orni- 



Ihology is scarce at $15.00. Complete sets are worth 
from $80.00 to $120.00, accc ding to the condition and 
coloring of the plates. We shall be glad to correspond 
with persons desiring either to buy or to sell. 

Full sets have been furnished to Principal Veeder, of 
Ives Seminary, Antwerp; Principal Dolph, of Port 
Jervis High School; J. Dorman Steele, Ph.D., of El- 
mira, and several others, and we have filled incomplete 
sets in every part of the State. 

SUBJECTS. 

Zoology. — Vol. i. Historical introduction to th 
Series, by Hon. William H. Seward, and Zoology of 
New York, or The New York Fauna. Mammalia. 
Text and 33 full page Plates. By James E. De Kay. 
Issued in 1842. — Vol. 2. Birds (Ornithology). Text 
and 308 Colored Figures. By James E De Kay. 1844. 
— Vol. 3. Reptiles, Fishes and Amphibia. Text. By 
James E. De Kay. 1842. — Vol. 4. Reptiles, Fishes 
and Amphibia. 102 full page Plates. By James E. De 
Kay. 1842. — Vol. 5. MoUusca and Crustacea. Text 
with 53 full page Colored Plates. By James E. De Kay. 
1843 and 1844. 

Botany.— Vol. 6. Flora of the State of New York. 
Text and 72 full page Plates. By John Torrey, M.D., 
F.L.S. 1843. —Vol 7. Flora of the State of New 
York. Text and 89 full page Plates. By John Torrey, 
M.D., F.L.S. 1843. 

Mineralogy. — Vol. 8. Mineralogy of New York 
(in one vol.) By Lewis C. Beck, M.D., Prof, of Chem- 
istry and Natural History. Profuse Illustrations and 8 
full page Plates. 1842. 

Geology. — Vol. 9. Geology of New York, compris- 
ing the Geology of Washington, Saratoga, Schenectady, 
Schoharie and Delaware counties, and all territory with- 
in the State south and east of these counties, with 9 fold- 
ed and 37 full page Plates, colored. By WiUiam W. 
Mather, Prof of Nat. Hist. 1843.— Vol. 10. Second 
Geological District, embracing St. Lawrence, Franklin^ 
Clinton, Essex, Warren, Hamilton and Jefferson coun- 
ties, with 10 folded and 7 full page maps, colored. By 
Ebenezer Emmons, Prof, of Nat. Hist. 1842.— Vol 



II. Third Geological District, embracing Monrgom- 
er_f, Fulton, Otsego, Herkimer, Oneida, Lewis, Oswe- 
go, Madison, Onondaga, Cayuga, Cortland, Chenango, 
Broome, Tioga and the eastern half of Tompkins coun- 
ties, with many illustrations. By Lardner Vanuxem. 
1842. — Vol. 12. Fourth Geological District, embracing 
Wayne, Monroe, Orleans, Niagara, Seneca, Ontario, 
Yates, Livingston, Genesee, Erie, Chemung, Steuben, 
Allegany, Cattaraugus, Chautauqua and the western part 
of Tompkins counties, with 15 folded Plates, colored, 
and 80 full page Plates. By James Hall. 1843. 

Agriculture. — Vol. 13. Agriculture of New York, 
jlassification, etc., of Soils and Rocks. 8 folded, 13 full 
page Plates, colored. By Ebenezer Emmons, M.D. 
1846. — Vol. 14. Agriculture of New York, analysis of 
Soils, Plants, Cereals, etc. 43 full page Plates, colored. 
By Ebenezer Emmons, M.D. 1849. — Vol. 15. Agri- 
culture of New York, Fruits of the State. Many Illus- 
trations. By Ebenezer Emmons, M.D. 185 1. — Vol. 
16. Agriculture of New York, Fruits (vol. IH on title 
page). 99 full page Colored Plates.' By Ebenezer Em- 
mons, M.D. 1 85 1. — Vol. 17. Agriculture of New 
York, Insects injurious to Agriculture. Over looo Col- 
ored Figures. By Ebenezer Emmons, M.D. 1854. 

Palaeontology. — Vol. 18. Palaeontology of New 
York, Organic remains of the Lower Silurian. 97 full 
page and folded Plates. By James Hall. 1847. — Vol. 

19. Organic remains of the Middle Silurian. 98 full 
page and folded Plates. By James Hall. 1853. — Vol. 

20. Organic remains of the Lower Helderberg Group 
and Oriskany Sandstone. By James Hall. 1859. — 
Vol. 21. 150 full page Plates to the same. By James 
Hall. 1862. — Vol. 22. Fossil Brachiopoda of the Upper 
Helderberg, Hamilton, Portage and Chemung Groups, 
etc. 75 full page Plates. By James Hall. Issued 
1870. 

REGENTS' REPORTS ON THE MUSEUM OF 
NATURAL HISTORY. 
These Reports form Annual Supplements to the Nat- 
ural History of the State of New York, and are even 
more rare and in some cases more valuable than the vol' 



umes of Natural History themselves. We have on« 
complete set, except the first two volumes, and many 
duplicates, including the Report of the Legislative Com- 
mittee upon the history and cost of the Natural History 
of New York. Prices furnished on application. 

Index to the Reports. 

No. Ill, 1850. Catalogues of Quadrupeds, Reptiles 
and Amphibians, Minerals and Fossils, Historical and 
Antiquarian Collection. Reports — on Indian Collection, 
by Lewis H. Morgan, with cuts and beautifully colored full 
page plates ; on ancient Remains of Art in Jefferson and 
St. Lawrence counties, by FrankHn B. Hough, with 5 
full page illustrations ; on the Mineralogy of New York, 
by Lewis H. Beck, with cuts. References to various 
Essays and Writings on the Natural History of New 
York. Index to the Volumes in the State Cabinet of 
Natural History. Description of New Species of Fos- 
sils from the Trenton Limestone, by James Hall, with 3 
full page and i folded illustrations. Pp. 183. 

No. IV, 1 85 1. Catalogues of Quadrupeds, Birds, 
Reptiles, Amphibians, Insects, Botanical Specimens, 
Minerals and Fossils, with cuts. Historical Collection. 
Ancient Remains, continued from No. Ill, with cuts 
and 5 full page illustrations, etc. Pp. 146. 

No. V, 1852. The usual annual catalogues of addi- 
tions. Description of the means employed by E. Mer- 
riam to remove the rocks of Hurlgate, etc. Pp. 66. 
Appendix. Report on the Fabrics, Inventions, Im- 
plements and Utensils of the Iroquois, by Lewis H. 
Morgan, with many cuts and 20 full page colored illustra- 
tions. Pp. 66. 

No. VI, 1853. The usual annual catalogues. Pp.35. 

No. VII, 1854. The usual annual catalogues. Com- 
munication from Prof. Geo.iH. Cook, on Salt and Salt 
Water. On the Serpents of Nev/ York, by Spencer F. 
Baird, with 2 full page plates. Pp. 127. 

No. VIII, 1855. The usual catalogues, with folded 
plate of Trilobite. Also, catalogue of the Fishes of the 
state, by James E. De Kay. Pp. 69. 

No. IX, 1856. The usual catalogues. Pp. 48. 



No. X, 1857. Addresses delivered at the Inaugura 
tion of the State Geological Hall. The usual catalogues, 
with cuts of Fossils. Pp. 190. 

No. XI, 1858. The usual catalogues. Pp. 44. 

No. XII, 1859. Contributions to the Palaeontology 
of New York, 1855-8, by James Hall. The usual cata- 
logues. Pp. III. 

No. XIII, i860. The usual catalogues. Catalogue 
of the Mazatlan Mollusca. Ancient Monuments of 
Western New York, by T. Apoleon Cheney, with map 
and 27 full page plates. Contributions to Palaeontology, 
1858-9, by James Hall. Pp. 128. 

No. XIV, 1 86 1. The usual catalogues. Guide to 
the Geology of New York, by Ledyard Lincklaen, with 
cuts and 19 full page plates. Contributions, 1859-60, 
by James Hall. Pp. iio. 

No. XV, 1862. The usual catalogues. Contributions 
as to the Upper Helderberg, Hamilton and Chemung 
Groups, by James Hall, with 1 1 full page plates. Pp. 
181. 

No. XVI, 1863. The usual catalogues. Radical 
Words of the Mohawk Language, by Rev. James 
Bruyas, S.J. Pp. 123. Appendix D (separate volume). 
Contributions to Palaeontology, 1861-2, by James Hall, 
with cuts and 15 full page illustrations. Pp. 226. 

No. XVII, 1864. The usual catalogues. Prelimi- 
nary List of Plants of Buffalo and its Vicinity, by Geo. 
W. Clinton. Meteorological Observations. Contribu- 
tions to Palaeontology, by James Hall. Pp. 60. 

No. XVIII, 1865. The usual catalogues. Descrip- 
tion of the Wadsworth Gallery of Casts of Fossil Ani- 
mals, by Henry A. Ward, with profuse illustrations. 
Catalogue of Plants found in Oneida county and Vicinity, 
by John A. Paine. Catalogue of Mosses, by Charles 
H. Peck. Facts and Observations touching the Flora 
of the State of New York. Meteorological Observations. 
Table of the Variation of the Needle. Pp. 232. Con- 
tributions to Palaeontology, by James Hall, are indexed, 
Dut were printed in the Twentieth Report. 

No. XIX, 1866. Special Report on increasing the 
Cabinet of Natural History. The usual catalogues. 



Catalogue of Mosses and Observations on Flora rjf the 
State continued. Contributions, by James Hall. Pp. 8o. 

No. XX, 1867. The usual catalogues. Catalogue of 
Books. Local Climatology. Metorological Observa- 
tions. Local Climatology, by Prof. W. D. Wilson. 
Observations on the Atrypa, with cuts. Contributions 
lo Palaeontology, by James Hall, including the study of 
Graptolitcs, etc., profusely illustrated, 23 ^11 page illus- 
trations. Pp. 410. 

No. XXI, 1868. The usual catalogues. The Stone 
and Bone Implements of the Arickarees, by Lewis H. 
Morgan, with 6 full page plates. The Mineralogy of 
the Laurentian Limestonesof North America, byT. Sterry 
Hunt. Notes and Observations on the Cohoes Masto- 
don, by James Hall, with 7 folded plates. General In- 
dex to Reports I-XX, exclusive of the Geological and 
Palseontological Papers. Pp. 190. 

No. XXII, 1869. The usual catalogues. Partial list 
of Shells found near Troy, by Truman H. Aldrich. 
Reports on Meteorology and Magnetic Variations. Pp. 

113- 

No. XXIII, 1870. The usual catalogues. Report of 
the Botanist, with 6 full page colored illustrations. En- 
tomological Contributions, by J. A. Lintner, with 2 full 
page illustrations. On Cucullia, by A. Speyer, M.D. 
Notes on Brachiopoda, with 6 full page illustrations, and 
Reply to a Note on a Question of Priority, by James 
Hall. Pp. 252. 

No. XXIV, 1871. The usual catalogues. Report of 
the Botanist, with 4 full page colored plates. Entomo- 
logical Contributions, continued. Ascent of Mt. Sew- 
ard, and its Barometrical Measurement, by Verplanck 
Colvin, with one full page illustration. Description of 
Fossils from Louisville, Ky., and Remarks on Peculiar 
Impressions in Sandstone of the Chemung Group, by 
Tames Hall and R. P. Whitfield. Descriptions of Cri- 
rtoidea, and of new Fossils from Cincinnati, by Jamefi 
Hall, with 4 full page plates. Pp. 232. 

No. XXV, 1872. The usual catalogues. Report of 
the Botanist, with two full page illustrations. Pp. 123. 

No. XXVI, 1873. The usual catalogues. List of 



Iron Ores in the Economic Collection. Record of Bor- 
ings of Gardner Oil Well. Report of the Botanist. 
Fossils in the Lower Helderberg Group, by James Hall. 
Entomological Contributions, No. 3, with cuts. Pp. 192. 
No. XXVII, 1874. The usual catalogues. List of 
Land and Fresh Water Shells, by T. H. Aldrich. Re- 
port of the Botanist, with 2 full page illustrations. The 
Niagara and Lower Helderberg Groups, and New Spe- 
cies of Gomatitidae, by James Hall, with 5 full page 11- 
lustrations. Entomological Contributions, No. 4. Pp. 
148. 



